The Rudolf Steiner Archive

Whoever speaks of occultism today should realize that much of what they have to say will be taken, not simply as a compilation of doubtful hypotheses, but even as dreams and fantasies. Regarding any disagreement aroused by what I will say tonight among hearers who are involved with contemporary culture or science, let me assure them that I, for one, fully understand their objections. First, then, let me indicate what I really mean by occultism, which is the subject of today's lecture, and by the methods of investigation leading to the results of occultism, which may be summed up by the word initiation.

Simply put, initiation is the sum total of what we must accomplish in order to arrive at the results of occultism. When I speak of occultism, I do not mean all those things which are now designated under this name and are spread about here and there. I mean the precise results of a kind of spiritual science subjected to scientific thinking and to the logical requirements of the present. By occultism I mean everything that under this name, and from the standpoint of science as mentioned above, seeks to take its place in modern life through the study of things inaccessible to ordinary science and ordinary knowledge. What is often published these days as occultism is more than calculated to arouse the opposition of many of our contemporaries, who say: What is this occultism, coming forward with insights concerning super-sensible life and super-sensible facts! What is it compared with the results achieved by modern science, based upon such strict and conscientious research!

The insights which are thus advanced, those which I am talking about, are primarily those which lead us beyond sense-perception and beyond the things which can be recognized by ordinary understanding, which is connected, as it were, with the instrument of the brain. These insights lead us beyond things which can be experienced between birth and death into regions we enter when we pass through the portal of death. The results obtained through spiritual science, or let us say, through this form of occultism, speak of the development of the true spiritual core of the human being, and they show us that when one passes through the portal of death, one's soul-spiritual core passes over into a super-sensible, spiritual world. From the life led between birth and death in a physical body, one takes along certain forces and, by entering into relation with other purely super-sensible forces and powers during an intermediate period between death and a new birth, one's soul-spiritual being can connect itself with the forces given by physical heredity, with what comes from father and mother and from the ancestors in general—in short, with what unites itself with these purely physical substances and forces—so that the whole human being comes into existence.

This will show you that the results of such a spiritual form of research must speak of the development of a person's soul-spiritual core, a course of development that goes through repeated earthly lives. Consequently it speaks of reincarnation, of repeated lives on earth. It also explains that the inner capacities that we unfold within our soul during one life, and even the blows of destiny which we experience, are in a certain way the results of what we have prepared for ourselves during an earlier life on earth. It explains moreover that everything we experience during this earthly life, all the capacities we acquire, pass through the portal of death-we elaborate them in a super-sensible, purely spiritual world, and when these qualities have been elaborated to a sufficient degree in the spiritual world, we once more enter a new life on earth, as already described.

This perception in itself may strike some people as a rather daring assertion. To it must be added the things that explain, upon the basis of spiritual science, the super-sensible part of human nature which belongs with the physical being. These things will explain that, in addition to the physical body that we perceive through our external senses, there is also a part of the human being which is the bearer of a super-sensible essence. This part can be perceived with the aid of spiritual-scientific means, so that it can be recognized as a human being's soul-spiritual core, passing through repeated lives on earth and experiencing the destinies mentioned above.

The publications of this spiritual science even draw attention to earlier conditions of human life in remote epochs of earthly existence. From a spiritual-scientific standpoint, these publications also speak of cosmic conditions during a time when the earth did not as yet exist in its present planetary form, that is, they point to conditions which existed before human life on earth began. They look at the evolution of cosmic life itself, the transformation of our Earth and of other heavenly bodies. If we work with the methods of this spiritual science we must admit on the one hand, that if anything at all can be known concerning such things, these perceptions affect human life most deeply, because they are connected with our innermost nature and being. On the other hand we must point out that, particularly from the standpoint of so-called modern natural science, we encounter justified skepticism about the possibility of gaining any knowledge in these spheres.

The next question which may be raised in the face of the results of such investigation is the one which will form the subject of this evening's lecture. It is none other than the more than justified question: How do those who advance such statements arrive at their results? How do they set about coming to such conclusions? Needless to say, despite the conscientiousness and sureness of ordinary scientific method (and nobody admires these more sincerely than a serious spiritual scientific investigator), it does not allow us to penetrate into super-sensible spheres. But having raised this question, another immediately arises within the human soul, prompted by an indisputable fact: Since there is undoubtedly a deep longing to know such things in every human heart, how does it come about that precisely the most conscientious method of research seems to separate human beings from the world in which they long to look?

If we face this question without prejudice, it soon becomes obvious that the human being is only able to understand certain kinds of facts, when facing them in a particular way. In reality, I can only understand things of which I know the origin and course of development. I can only understand those things in creation in which I can, in a certain way, participate actively through my cognitive capacity. I can only grasp those things at the creation of which I can, in some way, be present. But if I turn my gaze upon the things that surround me in nature, upon the essence of all the kingdoms of nature, I must say to myself: Their form of existence, the way in which they appear finished to me, allows me to see them clearly through my senses and I can know them because I investigate their laws and combine them with my intellect—but when I wish to understand how they have arisen, I cannot penetrate them and my power of observation fails.

The beings and facts of the kingdoms of Nature confront humans as finished acts of creation and at first it appears that we cannot get a hold of things at the moment they are created. But if human beings look into their inner self and survey all that lives in their soul in the form of thoughts, representations, feelings, and impulses of the will, they face a more or less rich inner world, a world whose reality they experience far more vividly than the reality of external objects and the reality of that part of the self which belongs to the external world. Who can deny that the reality of our pains and sufferings, of our impulses and passions, of our thoughts and ideals-in short, of all that surges up and down within our soul from the moment of waking up to the moment of falling asleep, is greater than the reality of the physical and physiological processes within our organism? But even if we do our utmost to gain insight into our soul life-and we find that it is kindled by the external world, that this or that experience affects us, and fills us with joy or sorrow-even if we do our utmost to look into our soul life, we cannot even there take part in, nor penetrate into, the actual genesis of any inner soul process, we cannot be witness to the creative process within us. But bearing in mind that we can only grasp something by participating in its creative process, we can understand what we lose through the two modes of observation explained above.

It is enough to survey what is produced by our fantasy, what we create by means of something lying, so to speak, within our own power, what we form in accordance with our thoughts and ideals; it is enough to remember all that is now accessible to the human being—on the one hand, the sense of satisfaction that arises through an understanding of creative processes, an understanding gained through technical knowledge and by the way in which we combine thoughts dealing with the forces of nature and, on the other hand, the deep dissatisfaction which makes us feel as if we were standing before a gate through which we cannot pass, whenever we survey things around us and within us and realize that we know nothing whatever of their origin and of their living process. But might it not be possible, after all, to find some access enabling us to participate in these creative processes, to penetrate into what we feel to be life's creative processes, in which we ourselves are placed?

There is one sphere where we can know in a direct way that we participate—in a certain manner in a creative process, but at the same time we know that in ordinary consciousness, observation and cognition do not allow us to look into the process of creation!

What is meant here can be seen every day, if only we reflect a little over the strange phenomena which appear in the alternating states of sleeping and waking. For those who wish to penetrate more deeply into the essence of life, these phenomena are of the profoundest significance. They evoke what we may call a mystery of life. Though it may not strike our ordinary consciousness that something so infinitely significant is contained in these alternating conditions of sleeping and waking, this is only due to the fact that every habitual thing in life has lost the power of making a strong impression upon us. Just because we are accustomed to these alternating states of sleeping and waking within twenty-four hours, we no longer feel the deep significance, the greatness and power suggested by this everyday phenomenon.

If we wish to characterize the difference between sleeping and waking, it will at first seem trivial and obvious; for everyone knows that sleep occurs in such a way that all the emotions filling our soul from the moment of waking up to the moment of falling asleep, the feelings, sensations, impulses, passions, thoughts and ideals, disappear. This whole day world becomes submerged in darkness, in the night of unconsciousness. But everyone is also convinced that even sleep, during the transitory stage between falling asleep and waking up, the activities within our being continue; something occurs, but it is inaccessible to human consciousness.

What can be said, then, concerning the alternating conditions of sleeping and waking is undoubtedly and obviously true; but if we reflect on it, we realize that the reason why a barrier is put up before our knowledge does not lie so far away. If we observe this alternation of waking and sleeping, we must say that our whole daytime conscious life, our whole waking life, must be a kind of destructive process, dissolving deeper processes within our organism. I cannot speak in detail of the physical, chemical and physiological processes of fatigue, for this would lead us too far, and this is not the essential point just now, but what is evident to all is that fatigue is something like a wear and tear, almost a destructive process of deeper forces that are active in our organism. This shows us that, in reality, the peculiarity of our waking daytime life is that it does not participate in our constructive processes, in the creation of our own being, but that it shows symptoms of fatigue, and that, after all, it constantly consumes us, dissolves us. The waking life of day is in fact a process of dissolution and of destruction, and any unprejudiced observer will note that sleep is the very opposite: it is a creative process which restores, reorders and creates anew that which the waking process destroys and decays.

Yet it is only natural that we cannot know anything concerning this creative process within us that takes place during sleep. It concerns us directly, yet we cannot know anything about it, because immediately before this creative process arises, we lose our consciousness, so that we cannot penetrate knowingly into spheres within our being where creative processes take place. But this leads to the immediate conclusion that if only we were able to maintain our consciousness beyond the point where torpor sets in, we could take hold of the creative phenomena in nature and in the universe. When creative forces begin to work in human beings, their consciousness becomes dazed: they fall asleep, become unconscious and this shows us that human nature, as presently constituted, is such that when we wish to penetrate into a creative activity-moreover one that takes place within ourselves-our consciousness vanishes, so that we cannot witness the creative process. The activities within the human organism which are of a creative kind constitute a part of our being into which we cannot penetrate because the activities dull our consciousness and remain a strange world. There is no other path leading to a knowledge of things lying behind the sensory world than that of transcending our ordinary consciousness and penetrating into a creative process which takes place within us, or into some other similar process.

Where do we find something that can teach us how to transcend our ordinary consciousness and to penetrate into something which is estranged from us, without getting dazed, without falling into a kind of sleep? In the large field accessible to our ordinary consciousness there are two things which evidently lead us out of our ordinary consciousness without dazing us or putting us to sleep, as is the case every evening, when we go to bed. These two things in our ordinary consciousness that may serve as a kind of pattern for the way in which our consciousness can transcend its ordinary limits and penetrate into an unknown sphere, these two things must be sought in the moral field. Two moral experiences, permeating the whole life of the human being, supply a prototypical idea for the way in which we can go out of ourselves, without losing our consciousness.

These two things are first compassion, and second, conscience. If we study the way in which compassion and conscience are related to consciousness, we obtain, to begin with, an idea of how consciousness may go beyond its own limits. When I develop compassion, love or sympathy for another human soul, I experience within myself, according to my capacity, not that which touches me—for that would not be an experience of compassion and of love—but the joys, sorrows, pains and pleasures of the other soul. When I am full of compassion, I can lose myself in the soul of another person, and I actually live (as any unprejudiced observation will show) outside my ordinary consciousness, within the other soul.

Here I am confronted by a deep mystery of life. It is all the deeper because, if our feelings are of a moral nature, our consciousness does not vanish and we are not dazed when passing over into the consciousness of another soul. Indeed, how far I am able to maintain my own consciousness to a full extent, when experiencing the sorrows and joys of another soul, and not my own, is a standard of measure for my morality. It is even a moral defect for my consciousness to be dazed by the joys and sorrows of another soul; for then we have a situation similar to that of facing one's own creative activity taking place during sleep. Consciousness falls asleep, as it were, in the face of another person's sorrows and joys.

The second experience which pertains to the moral sphere and leads us out of our ordinary consciousness, is conscience. If we observe conscience in an unprejudiced way, we can say the following: In life we may love or hate, do or leave certain things undone, under the influence of our instincts and passions, or of sympathy and antipathy, or perhaps we may follow the dictates of education or of social relations—these appear to us from outside. But there is something which never speaks to us from outside, and this we call conscience.

Conscience comes to us from a world—we can feel and experience this—that speaks to us inwardly and can be heard by us inwardly. Conscience influences our ordinary perceptible world, for everything which we can perceive is open to correction when the super-sensible demands of conscience impel us to action. Conscience bears witness to the fact that, in the moral sphere, our soul can be told something which transcends our consciousness. And, again, we find that it is a moral defect if our soul falls into a kind of sleep when conscience begins to speak and does not listen to its voice but only listens to what speaks from the physical environment through sympathy or antipathy, so that these promptings govern the soul's impulses to action. If we can thus transcend our ordinary consciousness without feeling dazed, conscience is a phenomenon that speaks to the human soul in such a way that it need not take its impulses from any influence coming from the external world.

In regard to beings outside our own self, in regard to experiences transcending our knowledge and our consciousness, we have in the moral sphere the possibility to penetrate into them through compassion and love. Through conscience we listen, as it were, to truths which do not come from the world of the senses.

If it is possible in this way to penetrate into beings outside our own and to take into our souls truths of the kind uttered by conscience, then there is a prospect of penetrating into a world which is not the one given to us during our waking consciousness from the moment of waking up to the moment of falling asleep. It is possible, and this prospect opens out to us through methods we call the methods of initiation. In regard to thinking, feeling, and willing, these methods of initiation consist in other forms of soul-activity than those to which we are accustomed in our ordinary life for the acquisition of an external knowledge concerning the world.

Why do we acquire concepts and ideas in ordinary life? No one will deny that the reason modern people form concepts and ideas is to gain through these thoughts, and even through their feelings and sensations, certain knowledge concerning what surrounds them in the external world. Today, we designate as truth those concepts and ideas that coincide with something outside, with some phenomenon of the external world, so that these thoughts are, as it were, a reflected image of the external world. For everything that is connected with external life, with the external culture, this form of soul-activity is undoubtedly the right one. But if we wish to penetrate into super-sensible spheres of existence, this soul-activity must undergo a complete transformation. In other words (let me use the taboo word!), if we wish to penetrate into occult mysteries, entirely different soul-forces must be used. Our concepts, ideas, thought-pictures, indeed even our feelings and will-impulses, must become quite different from what they mean to us in the external world.

We should not begin by asking: What do these soul-activities mean in regard to this or that in the external world and what is their true value? We should simply take this content of our soul-life as a pedagogical means of self-training. We should let our thoughts and ideas, and even our feelings and sensations work in our soul in such a way as to shut it out from everything coming to us from the external world, even from the life experiences and memories we have collected. By a strong effort of the will, we should eliminate all impressions coming to us from the physical world, all intellectual thought patterns, and even all anxieties, worries and joys—indeed, anything which may have accumulated in our memory. We should empty our soul, so that the same condition sets in which ordinarily arises through fatigue when we fall asleep in the evening. Doing so, however, we should reach something entirely opposite to sleep, namely we should be able to maintain our full consciousness and direct it towards fruitful thoughts, particularly towards symbolic thoughts, as rich in meaning as possible. (The essential point is not to ask what value such thoughts have for the attainment of truth, but to bear in mind their pedagogical value, when the soul's forces are directed towards a thought image, or an impulse which is set in the center of soul-life through a strong effort of the will.)

This soul activity, purified of everything else, is turned towards this self-chosen picture and concentrates upon it more and more until the whole life of the soul, which remains awake through a strong concentration of the will, is centered upon this self-chosen content. We then start noticing that something begins to radiate within our soul life and these rays do not stream from the content we have chosen, but from the strong concentration of soul forces we have applied to it. We are now able to experience something which we generally do not experience, and we obtain the immediate feeling, the immediate experience: “Now I am experiencing something which is just as real, important and essential for life as the things which I see with my eyes and hear with my ears; it is just as real, yet I could never have experienced it!” In short, only now do we begin to know what super-sensible experience really is; only now do we realize that we live within a soul-spiritual core; only now do we begin to understand that it is possible to live within an inner soul being which is quite independent of the bodily being. And this transforms our whole consciousness.

I must point out expressly that the process leading to this inner activity greatly resembles, while also being the very opposite, the trivial process which takes place when our attention is directed towards a shining object, producing a kind of hypnosis. This soul condition, which differs from the normal one, arises through the sharp concentration upon an object, so that other soul activities are kept in the background. The concentration upon an inner, freely chosen content has a certain resemblance with this soul activity, for it is also a kind of concentration; yet it is at the same time the very opposite; for the concentration upon a shining object blots out consciousness, it puts us into a quasi-hypnotic state, whereas when an inner content, and it is strictly an inner thought-content, is placed at the center of our soul life by a strong effort of our will, our consciousness remains intact.

Spiritual science has a technical name for this method of training the soul: meditation. This is true meditation. And I wish to emphasize that this kind of meditation is in practice far more difficult then one would think, after hearing it described in such a simple way. It does not suffice to try it a few times. Over and over again we should endeavour to practice such concentration, such meditation, by forming thought-images and pictures, ideas taken from the moral and intellectual sphere—and particularly symbolic representations. This should be done with perseverance, until the decisive moment arises. This simply consists in the inner conviction: “I have within my being a soul-spiritual core, and this lives in a super-sensible reality, but in its super-sensible reality it cannot be perceived through the ordinary sense-organs, nor grasped through the intellect, bound up with the brain.”

From what I have described above, you will be able to deduce one thing—we always remain within our own being. We turn away from the external world by concentrating upon our inner self. The first thing we thus experience is, and only can be, an inner experience, an experience of our inner being, and this leads us practically to a definite point. One who concentrates in this way, or meditates, soon perceives—really does perceive—that his or her field of vision is filled with realities; we may call them, if you like, visions. They appear in the form of pictures, which cannot be compared to anything else, though there may be some external resemblance with what we see in the physical world. Particularly in regard to the way in which they arise and in regard to the effect which they produce, however, these pictures constitute an altogether new experience, and are in no way put together from earlier experiences. This completely new element must be designated as vision, for there is no other apt word to describe it in our ordinary speech. One might say that this new experience exactly resembles the pictures of a dream; yet compared with ordinary dreams, these visions have a far stronger intensity, and possess, so to speak, an obtrusive, almost importunate reality.

At this point, those who practice the methods giving insight into the super-sensible world encounter an obstacle, which might be seen as a danger. They incur the danger of taking this visionary world from the outset as something real, as facing them in the same way as the ordinary physical world outside, so that when they perceive this visionary world, they say, “This world is real,” in the same way as they would in connection with the sensory world. This danger becomes all the more threatening if all the precautions connected with an occult training, such as the one described above, are not observed. These preventive measures are dealt with in detail in my book Knowledge of the Higher Worlds and a person who follows them never for a moment loses the feeling that the world of visions is the self, and that we ourselves produce this world.

It is of the utmost importance that we should never allow our consciousness to be dulled to the extent of having the impression that an external world lies before us in this visionary world. It exactly resembles a world lying outside our own being: it stretches out before us in the manner of a spatial world; it reveals processes governed by time, just like the processes of the external physical world; it calls up altogether the delusion that we are facing a reality, like a dream enhanced to the utmost degree of lifelines. People who neglect such precautions and who do not recognize that they themselves have created this visionary world naturally fall prey to dreams and empty fancies. A truly clairvoyant person—allow me to use this word—differs in this point from the fantastic and visionary dreamer who takes such visions for objective realities. Those who have advanced to real clairvoyance are aware at every moment, know and must know, through an intensive self-training, that although they see before them an extensive spatial world, this is merely a world of their own creation. Such things exercise a very suggestive influence, but never for a moment should we lose the consciousness of the fact that they are nothing but our own creation. This consciousness in turn should become the object of meditation and concentration. We should make an effort of the will to concentrate again and again, intensively and for a long time, upon the fact that this new world we have, as it were, conquered is our own work, our own product. And then something strange arises within our consciousness—(this can, of course, only be described as a practical experience). We recognize that in performing this activity we have done quite consciously something which we also do in a normal state of consciousness.

I have already told you that in our normal state of consciousness we really produce a destructive process within us. Ordinarily we do not know this, or at least, we do not pay any attention to it. When we conjure up before us such a visionary world, while maintaining our full consciousness, and at the same time concentrate upon the thought characterized above, we also become fully aware of the fact that the “imaginative knowledge” (this is the technical expression used for it) thus reached also produces a destructive process. We observe that we always come to the point where the imaginative world begins to consume us, and if we were to relinquish the full consciousness that can be maintained only through a strong effort of will, if we were not to realize fully that in this visionary world we encounter everywhere our own being, our nervous system would suffer and would become ill. We should never come to the point of overstepping the limit where the real destructive processes would begin. Through the fact that we do not allow things to come as far as the destructive process, but keep it at bay through the intense consciousness that we ourselves are the creators of this imaginative world, through this fact we are able to participate in a creative process. For when we fulfill within ourselves certain creative activities which cannot be perceived through our normal consciousness, we really enter a creative world, and we learn to follow consciously a process resembling that which takes place during sleep. This shows us that in this way we can witness a creative process, understand a process of growth and development within ourselves.

This is, however, connected with something else, though I can only give a brief description of these stages of initiation. Little by little, the whole process forces us to renounce something the ordinary clairvoyant does not like to renounce. The ordinary clairvoyant is so glad to live in this world of visions, he or she takes such indulgent pleasure in these experiences of a higher world, and they are so suggestive that he or she easily takes them for reality. This can lead to a nervous breakdown. But if through, the above effort of will we remain fully conscious that “all this is produced by our own self,” if our consciousness never falls asleep, something arises that is a source of regret to many—namely, the power lying at the foundation of that effort of our will falls destructively upon this whole imaginative world, disposes of it and many things which the ordinary clairvoyant holds very precious are thus blotted out. In other words, the following happens. Although in imaginative consciousness we have an element really setting forth the forces constituting a creative process (for we do not let it go beyond the limit where the destructive process would set in)—and we really transcend our ordinary consciousness, as we normally do when we feel compassion or love—the decision, or the effort of will by which we bring destruction (but also structure and order) into our visionary world leads to the development of an activity that does not exist anywhere in the external physical world, and that very soon reveals itself as the creative activity within our own being, lying beyond the reach of our ordinary consciousness. It is the activity which may be seen in our soul-spiritual being when it works upon our organism by drawing regenerating forces out of its spiritual environment; it is the soul-spiritual core which lives in the spiritual cosmos.

In the next stage, which is technically designated as inspiration, we learn to recognize the soul-spiritual core of our being, and how it lives within the creative forces of the cosmos. Whereas imagination, the first stage of initiation, only led us into our inner being by conjuring up a merely visionary world, the process of inspiration leads us to a higher stage. A flash of light breaks in upon our whole visionary world, something that really seems to come out of the spiritual cosmos, as does conscience, and we observe that it speaks to us in the same way in which conscience speaks to us in our ordinary consciousness. Conscience may be compared to the way in which inspiration speaks to the imaginative consciousness; but then imagination passes over to the stage of inspiration, and we enter a real, super-sensible world.

Through our own development, we have now reached the point where we can glance behind the veil of physical phenomena, so that now we are able to understand the wonderful mystery of human development and also of human death. When we see a human being entering life through birth, when we perceive how the child's undeveloped physiognomy gradually acquires characteristic traits, and its helpless movements gradually acquire strength and sureness, when we observe the development of what lives in the child's soul, we can no longer say: Everything that comes out of the child's soul, that forms its body and its physiognomy, and even the delicate convolutions of the brain immediately after birth, is the result of heredity! No, we are now able to look back upon the child's soul-spiritual core that comes from an entirely different world, and we can see this soul-spiritual part of the child's being unites itself with what comes from father and mother. Now we no longer speak merely of hereditary forces, but of forces from the spiritual world that unite themselves with what is transmitted by father and mother and by ancestors in general. We obtain a real conception of something which was formerly a mere belief, namely, that the human soul-spiritual being comes from the spiritual world and forms the physical-bodily part.

We can then proceed still further. When we study life through the knowledge given by initiation, we see that the human being's soul-spiritual core directs the experiences of life more and more towards its inner center, abstracting them from the external world. We understand and we can see how the soul-spiritual part gradually retreats from the external world. We can see the face getting old and wrinkled, and we obtain the immediate impression: Whereas our physical body begins to fade, after we have reached the climax of life, and even our brain decays, so that the soul can no longer express its own content, and even the soul itself seems to decay, we see on the other hand that the part that can no longer express itself outwardly gradually withdraws to the person's inner being, and concentrates its forces, so that everything which we have experienced, suffered and achieved is gathered within the soul, and is at its strongest, its most powerful, when the body releases our soul-spiritual part. If we follow this process, we find that this strongest force within us becomes united with forces of the super-sensible world, forming the prototype of a new incarnation, of a new body for a new life on earth.

If we compare what stands at the beginning of life—the gradual plastic development of the body—if we compare it with what stands at the end of life—the inner concentration of life's experiences within the soul, the emancipation of the soul's forces from the body and the crossing of the threshold of death—if we observe these two things supersensibly, we find that it is like the beginning and the end, say, of a plant's development, where the final process already contains the seed, the beginning of the new plant. But though we see beginning and end thus linked up, super-sensible knowledge gained through initiation shows us that what the soul has experienced during life is interwoven with the soul-spiritual core and that when the human being returns, after an intermediate period between death and a new birth, a new body is built. But this soul-spiritual core of the being now forms a new body and a new earthly existence in such a way as to produce the effect of causes that had arisen during a preceding life.

The methods gained through initiation, whose prototypes were compassion and conscience, i.e., experiences of our ordinary consciousness, thus give us an immediate knowledge of processes of the super-sensible world connected with the human being. Initiation therefore becomes the path leading us up into the super-sensible worlds.

If you delve deeper into what I have described to you just now, in outline form, and if you study it in my book, Knowledge of the Higher Worlds, you will find, however, that this kind of initiation has its own characteristics. For its whole development and the way in which it sets forth the events, it follows the requirements of modern human education—the modern requirements of logic, sound common sense and science. Consequently these processes of initiation can be recognized more and more as the description of a path along which every human being may attain knowledge of the super-sensible world. In entirely free processes, produced only by the awakening of the soul and the inner forces of the soul, the human being can ascend into the super-sensible world and penetrate into processes which reveal the path taken by the soul-spiritual being. Such ideas do not only belong to a world that does not concern us but belong to a world out of which we constantly draw strength and confidence for our ordinary life. The fact that initiation reckons with modern logic and modern scientific requirements is of course a new achievement, one might say, of the process of initiation. People will gradually come to the point of acquiring knowledge in this manner, by following the example of scientific thought, and this will contain truths that penetrate and satisfy religious feeling through knowledge. But this constitutes a revolutionary change, and this change will consist in the process of initiation penetrating visibly and in an evident manner into the civilization of the present and of the future. It is a turning point in the development of humanity which may be designated in regard to super-sensible things as the change from faith to knowledge.

But faith (and it will be easier to understand this turning point if we bear this in mind), in the form in which it has arisen and in the light of initiation, is not something that has been thought out intellectually, nor is it a newer form of illumination based upon something unreal; for every kind of faith leads back to results originally gained by initiated persons, to results of initiation. But there is a certain difference between what will more and more become human initiation generally and initiation of past times.

In past times it was a strict rule—and this is still the case today for many initiations which still exist in the world—it was a strict rule that anyone who went in search of the path leading to initiation had to have a kind of guide, who was called in certain circles the spiritual guide, the guru. What is the task of a guru? We have seen that in the course of development described above, we encounter certain dangers, dangers against which we must be warned. In the initiations of the past, which have been handed down traditionally, the guru's chief task was to warn against dangers. A guru may do this even today, if he or she is simply a person whom we consider as a kind of teacher as in ordinary science—a person whom we can trust. But it can easily happen that the new guru wants to be what the old guru had to be, even though the guru today cannot be allowed to have that relationship with the pupil, and this will be increasingly the case the more initiation adapts itself to the progressive course of human development. Initiation really began everywhere in the manner described above. Rules were given, and each person had a personal guide and was told: Now you must concentrate upon this thing, and now upon that; now you must do this exercise, and now that. Under strict guidance, a condition was produced in which the world of imagination appeared. The modern person on the other hand—for that is the very nature of the modern human being—must pass over from imagination to inspiration through a strong effort of his or her own will, where in olden times this task was taken over by the guru who led the pupil from the stage of imagination to that of inspiration by means of certain influences to which the pupil was more easily amenable after having been led up to this stage of initiation. What I have described to you, as something lying concealed in every human being, became an impulse which the guru transmitted to the pupil. This brought the pupil's imaginative, visionary life into order. But, in the process, the guru would gain complete control over the pupil who would become, as it were, an instrument in the teacher's hands. Therefore in all initiations of the past, and they are really the source of every religious faith, there was therefore a strict requirement that the guru, the initiator, should be above the possibility of exercising an immoral or unjust influence over the pupil. In his or her whole inner attitude the guru had to be above every kind of deceit, and success depended upon the guru's having attained to this stage of development. The guru had to use influence only to the extent of transmitting to the pupil the truth-images of the higher world that he or she had gained, thus rendering the pupil's path more easy.

I think that if you wish to understand in an unprejudiced way the development of human consciousness, you will not need to accumulate many proofs showing that in regard to super-sensible knowledge as in other things humanity has become more and more independent of personal influences. This is simply a fact of the progress of the human evolution. The gurus who collect their pupils around them, as the founders of religions and sects were wont to do, will gradually disappear from the process of human development, and they will be replaced by men and women of trust, persons in whom the seeker for initiation can have trust and confidence—the same confidence which one has for other teachers. But such a teacher must, so to speak, be one of our own choosing and not a guru assigned to us. We no longer can overcome the perils which beset humanity by founding sects after the manner of ancient adepts. Indeed, in regard to super-sensible development, it is good for people not to be too easily inclined to believe but, on the contrary, be hard to convince. It is good if they ask themselves, not only once or twice, but many times, in whom they put their trust, and it is good if they are very skeptical and full of distrust, when any prophet, founder of a sect, or adept, is forced upon them as a great teacher. In the field of which I am speaking, it will always constitute a danger for spiritual streams seeking to bring occultism into the world to base themselves chiefly upon great teachers whose authority is enforced from outside, instead of being founded upon the natural confidence, the inner trust, that rises up in the pupils when they meet the teacher. In a certain connection, we have seen a classic example of this, and it is necessary to mention it. During the last decades, a personality has arisen who revealed to humankind great and significant truths, truths that are not yet recognized by ordinary science but are intrinsic truths, penetrating deeply into super-sensible mysteries. Things of this kind are contained in the books of H. P. Blavatsky, who has attained fame in certain circles. Even to those familiar with such things, her books contain truths of extraordinary significance, which, more than anything else, can lead us into the secrets of life. Unfortunately, this occult movement was connected with something which did it great harm. I do not mean to say that in itself it was an error, nevertheless it caused great harm that H. P. Blavatsky referred to her teachers, who were unknown to the world, to her gurus. Those who understand H. P. Blavatsky's capacities know that these capacities would never have enabled her to reach such truths independently. With her own capacities, she could never have reached them. These truths need no recommendation insofar as they are true, for they can be tested, so that it did not harm H. P. Blavatsky if she felt obliged to refer to traditions and exercises derived from gurus—she could never have attained them on her own. But it harmed the movement she called into life that such things were accepted upon the foundation of external authority, and not upon the inner truth of occultism. No matter how much good will might be involved, the fact is that the time is over—the necessities of the times show us, no matter whether this is justified or unjustified—that the possibility of taking in things simply upon the authority of gurus is past, more than past! These things must now be recognized through sound common sense. Truths which can be gained along the paths described, for instance, in my Theosophy, are therefore the result of the kind of spiritual investigation of which I have spoken today, but at the same time, these results can be tested and compared with the facts of life itself, and need not be accepted upon any authority.

Initiation can only be recognized and justified today if we take into consideration that it must adapt itself to the modern process of culture—and that it must follow paths and use means which are accessible to every human being.

Of course, for some time yet people having this or that degree of culture, or standing upon this or that stage of scientific training, may need the advice of an occult teacher, so that initiation becomes easier for them through the experience of one who has attained it and who has already taken in the inspirations from a higher world; for only such a teacher can give the right advice in detail. But the relation between pupil and teacher can only be of the kind that otherwise exists in the cultural world between one who wishes to learn something and one who can teach it. Any mysteriousness connected with adept teaching, any form of facing people with the demand—believe in this or that new prophet or founder of religion—all this will be rejected by the modern spirit of civilization, by the modern scientific spirit, and the very fact that it contradicts the modern spirit is a recommendation against it. No matter what people say in regard to teachers who may appear, the only thing which will in future give individuals the right to be teachers will be others' confidence in their achievements, in the way in which they appear and in their whole personality. It must be this confidence that leads a pupil to the teacher from whom advice is asked.

If this is not observed in the occult sphere, where initiation is sought, a danger will arise that is always connected with the delicate and intricate nature of such things: the danger that in this field charlatans will be found beside to conscientious initiates who conscientiously pursue their research into the super-sensible worlds and transmit the results thus obtained. Charlatanry easily intrudes itself, and may be found side by side with the conscientious results of occultism or initiation imparted in the spirit of truth. Credulity and sensational curiosity in regard to communications coming from the super-sensible world or initiation are just as great today as doubt, for there are just as many people ready to accept things upon this or that authority as there are people who reject everything gained even by the strictest methods of super-sensible research. For this reason, a path of investigation, such as the one of initiation described today, must now be shown in addition to the propagation of occult facts. This path of initiation is one that can be followed by every human being; the results obtained along it are accessible to sound common sense as well as any other scientific result; indeed, in the case of scientific truths, one is not always in the position to test them personally, as in the case of clinical facts or other results gained in laboratories. We know that anyone may investigate them if he or she understands the required method; yet it is not possible to test everything, so that we simply accept certain facts that convince us, those our sound common sense recognizes as true.

The same thing can be said of the results of initiation. Not every person will always be in the position to test them, but those who investigate will communicate their results to the world in an ever growing measure, and sound common sense will accept them, in the same way in which it accepts the results of other scientific investigations. There is, of course, a difference, namely that the results of initiation contain truths which every human being needs, in order to gain strength and sureness in the sorrows and joys of life, strength and sureness in work and in one's sphere of activity; so that humans may take hold of the central point of their being that leads them unswervingly along the path of their ideals. The results of spiritual investigation can also give us strength when life becomes crushing, and comfort is needed in sickness and in death, by looking up to the facts of the spiritual super-sensible world to which we belong, and from which we gain the true forces which keep us upright. Then into the human soul will penetrate those results of initiation and occultism that may be recapitulated in words expressing what has already been said concerning initiation:

Es sprechen zu den Menschensinnen
die Dinge in den Raumesweiten,
Sie wandeln sich im Zeitenlaufe.
Erkennend dringt die Menschenseele,
von Raumesweiten unbegrenzt
und ungestoert durch Zeitenlauf,
ins Reich der Ewigkeiten.

Things in the world's spaces
Speak to human senses,
Changing in the course of time.
By cognizing, the human soul
Unbounded by the distances of space
And undisturbed by the course of time
Penetrates into the kingdom of eternities.

Everyone involved to any degree at all in social life will certainly feel that the moral aspect is one of the most important aspects in the entire field of education. At the same time, one realizes that it is precisely this aspect that is the most subtle and difficult one to handle, for it relates to the most intimate area of education.

I have already emphasized that educational practice needs to be built on real knowledge of, and insight into, the human being. The comprehension, perception and observation that I tried to characterize last night will give the knowledge necessary to train the child’s cognitional capacities. Practically speaking, knowledge of the human being, supported by the science of the spirit, will enable one to reach, more or less easily, the child’s powers of cognition. One will be able to find one’s way to the child. If, on the other hand, one wishes to appeal to a child’s artistic receptivity as described yesterday, which is equally important, it is necessary to find a way to each child individually, to have a sense for the way various children express themselves from an artistic comprehension of the world. When it comes to moral education, all of one’s skill for sensitive observation and all of one’s intimate psychological interest must be kept in mind, so that all the teacher’s knowledge of the human being and of nature can be put at the service of what each child brings forth individually. To reach children in a moral way, the only choice is to approach each child on an individual basis. However, with regard to moral education, yet another difficulty has to be overcome—that is, an individual’s sense of morality can only be appealed to through full inner freedom and with full inner cooperation.

This requires that educators approach moral teaching so that, when later in life the students have passed the age of formal education, they can feel free as individuals in every respect. What teachers must never do is to pass on to developing students the relics of their own brand of morality or anything derived from personal sympathies or antipathies in the moral realm. We must not be tempted to give our own ethical codes to young people as they make their way into life, since these will leave them unfree when it becomes necessary that they find their own moral impulses. We must respect and acknowledge the young person’s complete inner freedom, particularly in the realm of moral education. Such respect and tolerance truly demand a great deal of selflessness from educators, and a renunciation of any self-interest. Nor is there, as is the case in all other subject matters, the opportunity of treating morality as a subject in its own right; as such, it would be very unfruitful. The moral element must be allowed to pervade all of one’s teaching.

These difficulties can be overcome if we have truly made our own and imbued with spiritual science the knowledge that we bring to the pupils. Such knowledge, by opening one’s eyes to each individual child, is all-important, particularly in this moral sphere. Ideally speaking, moral education would have to begin with the first breath taken in by the newborn, and in a certain sense, this really is what must be done. The great pedagogue Jean Paul (who is far too little recognized, unfortunately) said that a child learns more of value during the first three years of life than during the three years spent at university. If these words were to be applied more to the moral aspect of education than to the cognitive and esthetic realms, they could be rephrased as follows: How an adult educator acts around the child is particularly important during the child’s first years, until approximately the change of teeth—that is, until we receive the child into our schools.

The first life period really needs to be examined closely. Those who have embarked on the path to a true knowledge of the human being will need to consider three main stages during this first life period. At first sight, they do not seem directly connected with the moral aspect, but they nevertheless shed light on the child’s entire moral life to come, right up to the point of death. In the first developmental phase of the child, the moral is tightly linked with the natural. In fact a crude psychology makes it difficult to notice the connection between later moral development and the child’s natural development during these first years. The three stages in the child’s development are usually not granted enough importance, yet they more or less determine the whole manner in which the child can become a human being inhabiting the Earth. The first one, when the child arises from what could be termed an animal-like existence yet in the human realm, is generally called “learning to walk.” In learning to walk, the child has the possibility of placing into the world the entire system of movements—that is, the sum of all potential movements that human beings can perform with their limbs, so that a certain equilibrium is achieved. The second stage, when the child gains something for the entire course of life, is “learning to speak.” It is the force through which children integrate themselves into the human environment, whereas by learning to walk, children learned to integrate themselves into the whole world through a whole system of movements. All of this happens in the unconscious depths of the human soul. And the third element the child appropriates is “learning to think.” However indistinct and childlike thinking may appear during the first life period, it is through learning to speak that the child gradually develops the capacity to make mental images, although in a primitive way at first.

We may ask: How does the child’s acquisition of the three capacities of walking, speaking, and thinking lead to further development, until the conclusion of the first life period when the permanent teeth appear? The answer seems simple enough at first, but when comprehended with some depth, it sheds tremendous light on all of human nature. We find that during this first life period, ending with the change of teeth, the child is essentially a being who imitates in a state of complete unconsciousness, finds a relationship to the world through imitation and through trial and error. Until age seven, children are entirely given over to the influences coming from their environment. The following comparison can be made: I breathe in the oxygen of the air, which is part of my surroundings, to unite, at the next moment, my bodily nature with it, thus changing some part of the external world into my own inner world, where it works, lives, and weaves within me. Likewise, with each indrawn breath, children up to the age of seven bring outer influences into their “inner soul breath,” by incorporating every gesture, facial expression, act, word, and even each thought coming from their surroundings. Just as the oxygen in my surroundings pulsates in my lungs, the instruments of my breathing, and blood circulation, so everything that is part of the surroundings pulsates through the young child.

This truth needs to stand before the soul’s eye, not just superficially, but with real psychological impact. For remarkable consequences follow when one is sufficiently aware of the child’s adaptation to its surroundings. I will discover how surprisingly the little child’s soul reverberates with even an unspoken thought, which may have affected my facial expression only fleetingly and ever so slightly, and under whose influence I may have slowed or speeded up my movements, no matter how minutely. It is astonishing how the small details that remain hidden within the adult’s soul are prolonged into the child’s soul; how the child’s life is drawn into the physical happenings of the surroundings, but also into the soul and spiritual environment. If we become sensitive to this fact of life, we will not permit ourselves even one impure, unchaste, or immoral thought near young children, because we know how imponderable influences work on children through their natural ability to imitate everything in their surroundings. A feeling for this fact and the attitude it creates are what make a person into a real educator.

Impressions that come from the company of adults around the child make a deep, though unconscious, imprint in the child’s soul, like a seal in soft wax; most important among them are those images of a moral character. What is expressed as energy and courage for life in the child’s father, how the father behaves in a variety of life situations, these things will always stamp themselves deeply into the child’s soul, and will continue their existence there in an extraordinarily characteristic, though subtle and intimate, way. A father’s energy will energize the entire organization of the child. A mother’s benevolence, kindness, and love, surrounding the child like an invisible cocoon, will unconsciously permeate the child’s inner being with a moral receptivity, with an openness and interest for ethical and moral matters.

It is very important to identify the origin of the forces in the child’s organization. As unlikely and paradoxical as this may sound to modern ears, in the young child these forces derive predominately from the nerve-and-sense system. Because the child’s ability to observe and perceive is unconscious, one does not notice how intensely and deeply the impressions coming from the surroundings enter its organization, not so much by way of various specific senses, as through the general “sensory being” of the child. It is generally known that the formation of the brain and of the nerves is completed by the change of teeth. During the first seven years the nerve-and-sense organization of the child could be compared with soft wax, in its plasticity. During this time, not only does the child receive the finest and most intimate impressions from the surroundings, but also, through the workings of energy in the nerve-and-sense system, everything received unconsciously radiates and flows into the blood circulation, into the firmness and reliability of the breathing process, into the growth of the tissues, into the formation of the muscles and skeleton. By means of the nerve-and-sense system, the child’s body becomes like an imprint of the surroundings and, particularly, of the morality inherent in them. When we receive children into school at the time of the change of teeth, it is as if we received the imprint of a seal in the way the muscles and tissues are formed, even in the rhythm of breathing and blood circulation, in the rhythm of the digestive system with its reliability or its tendency toward sluggishness; in short, in the children’s physical makeup we find the effects of the moral impressions received during the first seven years.

Today we have anthropology and we have psychology. Anthropology’s main concern is the abstract observation of the physical aspect of the human being, while that of psychology is the abstract observation of the human soul and spirit as entities separate from the physical body. What is missing is the anthroposophical perspective, which observes the human being—body, soul, and spirit—as a unity; a point of view that shows everywhere how and where spirit is flowing into matter, sending its forces into material counterparts. The strange feature of our materialistic age is that materialism cannot recognize matter for what it is. Materialism believes it can observe matter wholly externally. But only if one can see how soul and spiritual processes are everywhere streaming and radiating their forces into material processes, does one really know what matter is. Through spiritual knowledge, one learns to know how matter works and what its real nature is. One could answer the question, “What is materialism?” by saying, “Materialism is the one worldview that does not understand matter.”

This can be followed up even in details. If one has learned how to see the nature of the human being by viewing body, soul, and spirit as a unity, one will also recognize, in the formation of the muscles and tissues and in the breathing process, the ethical courage inherent in surroundings to which children have adapted during the first seven years. One sees, not only the moral love that warmed them, in the form of harmonious ethical attitudes in their environment, but also the consequences of disharmonious ethical attitudes and lack of love in the surroundings. Here a perceptive educator cannot help feeling that, by the time children are received by the school, they are already formed from the moral viewpoint—an insight that, taken seriously, could in itself engender a mood of tragedy. Given the difficult, disorderly, and chaotic social conditions of our time, it might almost seem preferable from a moral viewpoint if children could be taken into one’s care soon after birth. For if one knows the human being out of a sensitive and refined psychology, one realizes how serious it is that by the time the child loses the first teeth, moral predispositions are fixed. On the other hand, this very same psychological insight offers the possibility of identifying the child’s specific moral disposition and needs.

Children absorb environmental impressions, especially those of an ethical nature, as if in a dream. These dreams go on to affect the inmost physical organization of children. If children have unconsciously experienced and perceived courage, moral goodness, chastity, and a sense of truth, these qualities will live on in them. The presence of these qualities will be such that during the second life period, by the time children are in school, these qualities can still be mobilized.

I would like to illustrate this with an example: Let’s assume that a child has spent the earliest years under the influence of an environment conducive to introversion. This could easily happen if a child witnesses lack of courage and even downright cowardice in the surroundings. If a child has seen in the environment a tendency to opt out of life, witnessed dissatisfaction with life or despondency, something in the child’s inner being, so to speak, will evoke the impression of a continuously suppressed pallor. The educator who is not perceptive enough to observe such symptoms will find that the child takes in more and more intensely the effects of the lack of energy, the cowardice and doubt that has been witnessed in the surroundings. In some ways, even the child will exhibit such characteristics. But if one can view these things with greater depth, one will find that, what thus began as a distinct characterological disposition during the first seven years, can now be seized educationally and directed in a more positive way. It is possible to guide a child’s innate timidity, lack of courage, shyness or faintheartedness so that these same inherent forces become transmuted into prudence and the ability to judge a situation properly; this presumes that the teacher uses classroom opportunities to introduce examples of prudence and right judgment appropriate to the child’s age and understanding.

Now let’s assume that a child has witnessed in the surroundings repugnant scenes from which the child had inwardly recoiled in terror. The child will carry such experiences into school life in the form of a characterological disposition, affecting even the bodily organization. If such a trait is left unnoticed, it will continue to develop according to what the child had previously absorbed from the environment. On the other hand, if true insight into human nature shows how to reorient such negative characteristics, the latter can be transformed into a quality of purity and a noble feeling of modesty.

These specific examples illustrate that, although the child brings into school an imprint—even in the physical organization—of the moral attitudes witnessed in the earlier environment, the forces that the child has thus absorbed can be redirected in the most diverse ways.

In school we have an immensely important opportunity to correct an unbalanced disposition through a genuine, intimate, and practical sense of psychology, which can be developed by the educator who notices the various tendencies of character, will, and psyche in the students. By loving attentiveness to what the child’s nature is revealing, the teacher is in a position to divert into positive channels what may have developed as an unhealthy or harmful influence from the early environment. For one can state explicitly that, in the majority of cases, nothing is ever so negative or evil in an ethical predisposition that the child cannot be changed for the better, given a teacher’s insight and willing energy.

Contemporary society places far too little trust in the working of ethical and moral forces. People simply do not know how intensely moral forces affect the child’s physical health, or that physical debilitation can be improved and corrected through proper and wholesome educational practice. But assuming we know, for example, that if left uncorrected a characteristic trait in a child could turn into violence later on, and that it can be changed so that the same child will grow into a courageous adult, quick and ready to respond to life’s tasks—assuming that an intimate yet practical psychology has taught us these things, the following question will arise: How can we guide the moral education of the child, especially during the age of primary education? What means do we have at our disposal? To understand the answer, we will again have to look back at the three most significant stages in the development of the very young child.

The power of mental imagery and thinking that a child has developed until this point will continue to develop. One does not notice an abrupt change—perhaps at most, with the change of teeth, that the kind of mental imagery connected with memory takes on a different form. But one will notice that the soul and physical forces revealed in speech, which are closely linked to breathing and to the rhythmic system, will reappear, metamorphosed, during the years between the change of teeth and puberty. The first relationship to the realm of language is founded through the child’s learning to speak during the first years of life. Language here includes not just language itself in the restricted meaning of the word, for the entire human being, body, soul, and spirit, lives in language. Language is a symptom of the entire threefold human being.

Approximately between the ages of seven and fourteen years, however, this relationship to language becomes prominent in the child in an entirely different—even reversed—way. At that point, everything related to the soul, outwardly expressed through the medium of language, will reach a different phase of development and take on a different character. It is true that these things happen mostly in the unconscious, but they are nevertheless instrumental for the child’s entire development. Between the ages of seven and fourteen, the child wrestles with what lives in the language, and if he or she should speak more than one language, in all the languages spoken. The child knows little of this struggle because it remains unconscious. The nature of this wrestling is due to increasingly intense merging of the sounds issuing from the rhythmic system with the pupil’s thoughts, feelings, and will impulses. What is trying to evolve during this life period is the young adolescent’s hold on the self by means of language.

It is extremely important, therefore, that we understand the fine nuances of character expressed in the ways students bring their speech and language into the classroom. The general directions I have already presented regarding the observation of the pupils’ moral environment now sound back to us out of the tone of their voices, out of the very sound of their speech, if we are sensitive enough to perceive it. Through the way children use language, they present us with what I would call their basic moral character. Through the way we treat language and through the way students speak during lessons, every hour, even every minute, we are presented with the opportunity as teachers to guide what is thus revealed through speech, into the channels we consider appropriate and right. Very much can be done there, if one knows how to train during the age of primary education what, until the change of teeth, was struggling to become speech.

This is where we meet the actual principle of the growth and development that occurs during the elementary school age. During the first years up to the change of teeth, everything falls under the principle of imitation. At this stage the human being is an imitator. During the second life period, from the second dentition until puberty, the child is destined to surrender to what I would call the authority of the teacher. You will hardly expect me, the author of Intuitive Thinking as a Spiritual Path, to plead for the principle of authority per se. But for the time between the child’s change of teeth and puberty, one has to plead for the principle of self-evident authority, simply because during these years the child’s very nature needs to be able to look up to what comes from the authority of the adult.

The very young child observes the surroundings unconsciously. One could almost say that a child breathes in the whole character of the environment during the first seven years. The next seven years are spent not so much breathing in the environment, but listening to what it has to say. The word and its meaning now become the leading motive. The word becomes the guiding principle as a simple matter of human nature. During this stage the child learns to know about the world and the cosmos through the mediation of the educator. Whatever reaches the pupils through the mouth of the teacher as authority represents the truth to them. They observe beauty in gestures, in general conduct and again in the words spoken around them. Goodness is experienced through the sympathies and antipathies engendered by those in authority.

These few words give the main direction for moral education during the age between the second dentition and puberty. If we attempt to give the child abstract moral values upon its way, we will encounter inner resentment, not because of any inherent shortcomings in the child, but because of a natural response. On the other hand, if we can create moral pictures for the child, perhaps taken from the animal kingdom, letting animals appear symbolically in a moral light, and possibly extending this approach to include all of nature, then we can work for the good of the child, particularly during the seventh, eighth, and ninth years of life. If we create vivid, colorful human characters out of our own imagination and allow our own approval or disapproval of their deeds to shine through our descriptions, and if we allow our sympathies and antipathies to grow into definite feelings in the children that will lead them over into a more general moral judgment of good and evil, then our picture of the world cultivates ageappropriate moral judgements based in perceptions and feelings. But this particular way of presenting the world is of the essence. During the first years, the child has learned from direct perception. As we reach the primary school age, whatever comes toward the child, to strengthen a moral feeling leading to moral judgment, must have passed through the medium of those in authority. Now the teacher and educator must stand before the child as representatives of the order of the world. The child meets the teachers in order to receive the teachers’ picture of the world, colored by their sympathies and antipathies. Through the feelings with which children meet the teachers, and through instinctual life, children themselves must find what is good and what is evil. The students have to receive the world through the mediation of the educator. The children are happy who, thanks to a teacher’s interpretation of the world can form their own relationship to the world.

Those who have been fortunate enough to have enjoyed such a relationship with their teachers in childhood have gained something of value for the rest of their lives. People who say that children should learn intellectually and through their own observations, free from the influence of authority, speak like flagrant amateurs; for we do not teach children merely for the years during which they are under our care, but to benefit their whole lives. And the various life periods, right up to the point of death, are mutually interrelated in very interesting ways.

If, because of their teachers’ natural authority, pupils have once accepted subject matter they could not yet fully comprehend with their powers of reasoning—for the intellectual grasp belongs to a later stage of development and works destructively if enforced too early—if they have accepted something purely out of love for their teachers, such content remains deeply preserved in their souls. At the age of thirty-five or forty perhaps, or possibly even later in life, it may happen that they speak of the following strange experience: Only now, after having lived through so many joys, pains, and disappointments, only now do I see the light of what I accepted at the age of eight out of my respect for my teacher’s authority. This meaning now resurfaces, mingling with the many life experiences and the widening of horizons that have occurred meanwhile. What does such an experience mean for later life? A sensitive and empathetic psychology tells us that such events give off life-invigorating forces even into old age. Education gains new meaning from knowing that such an expansion of childhood experiences into older ages brings with it a new stimulus for life: we educate not only to satisfy the short-term needs of the child while at school, but also to satisfy the needs of life as a whole. The seeds laid into the child’s soul must be allowed to grow with the child. Hence we must be aware that whatever we teach must be capable of further growth. Nothing is worse than our pedantic insistence that the child learn rigid, sharply outlined concepts. One could compare this approach with that of forcing the child’s delicate hands into an iron glove to stop them from growing. We must not give the child fixed or finished definitions, but concepts capable of expansion and growth. The child’s soul needs to be equipped with the kind of seeds that can continue to grow during the whole of the life to come. For this growth to take place, it is not enough just to apply certain principles in one’s teaching; one has to know how to live with the child.

It is especially important for the moral and ethical aspect of education that we remember, for the ages between seven and fourteen, that the child’s moral judgment should be approached only through an appeal to feelings called forth by verbal pictures illustrating the essentials of an inherent morality. What matters at this age is that the child should develop sympathy for the moral and antipathy for the immoral. To give children moral admonitions would be going against their nature, for they do not penetrate the souls of children. The entire future moral development is determined by those things that, through forming sympathies, become transformed into moral judgments. One single fact will show the importance of the teacher’s right relationship to the child with regard to moral development. If one can educate with a discriminating, yet practical, sense of psychology, one will notice that, at a certain time around the ninth or tenth year (the exact age may vary in individual cases), the children’s relationship to the world—an outcome of sympathies and antipathies that can be cultivated—will be such that they forget themselves. Despite a certain “physical egotism” (to give it a name), the child will still be fully open to environmental influences. Just as teachers need clear insight into the child’s developmental stages when they use observational methods in object lessons with children of nine or ten, such insight is particularly important when it comes to moral education. If one pays sufficient attention to the more individual traits emerging in pupils, an interesting phenomenon can be observed at that age: the awareness that the child has a special need for help from the teacher. Sometimes a few words spoken by the child can be like a call for help. They can be the appropriate signal for a perceptive teacher, who now must find the right words to help the child over the hump. For the child is passing through a critical stage, when everything may depend on a few words spoken by the teacher to reestablish the right relationship between pupil and teacher.

What is happening at this time? By wrestling with language, the young person becomes aware, very consciously, for the first time that “There is a difference between myself and the world.” (This is unlike the time during the first seven-year period when, unconsciously, the child first learned to refer to the self as “I.”) The child now strongly demands a new orientation for body, soul, and spirit vis-à-vis the world. This awareness happens between the ninth and the tenth year. Again, unconsciously, the child has a remarkable experience in the form of all kinds of seemingly unrelated sentiments, feelings, and will impulses, which have no outward relationship with the behavior. The experience is: “Here before me stands my teacher who, as authority, opens the world for me. I look into the world through the medium of this authority. But is this authority the right one for me? Am I receiving the right picture of the world?” Please note that I am not saying this thought is a conscious one. All this happens subtly in the realm of the child’s feelings. Yet this time is decisive for determining whether or not the child can feel the continued trust in the teacher’s authority necessary for a healthy development until the onset of puberty. And this experience causes a certain inner unrest and nervousness in the child. The teacher has to find the right words to safeguard the child’s continued confidence and trust. For together with this consolidation of trust, the moral character of the child also becomes consolidated. At first it was only latent in the child; now it becomes inwardly more anchored and the child attains inner firmness. Children grasp, right into the physical organism, something that they had perceived thus far as a self-evident part of their own individual self, as I described earlier.

Contemporary physiology, consisting on the one side of anthropology and on the other of an abstract psychology, is ignorant of the most fundamental facts. One can say that, until the second dentition, all organic formations and functions proceed from the nerve-and-sense system. Between the change of teeth and puberty, the child’s physical fitness or weakness depends on the good functioning of the rhythmic system, on the breathing and blood circulation. Between the ninth and the tenth birthdays, what previously was still anchored primarily in the breathing, in the upper part of the organism, basically shifts over to the blood circulation; this is the time when the wonderful number relationship of one to four is being developed, in the approximately eighteen breaths and the seventy-two pulse beats per minute. This relationship between breathing and blood circulation becomes established at this time of life. However, it is only the outer expression of deep processes going on in the child’s soul, and the reinforcement of the trust between teacher and child must become part of these processes, for through this trust the consolidation of the child’s inner being also occurs.

These interactions between physiological and moral development must be described in detail if one wishes to speak of moral education and of the relationship between pedagogy and morality. As an educator, whether or not I am aware of this particular point in a child’s life will determine whether or not I exercise a beneficial or a harmful influence for the rest of a person’s life.

I should like to show, as a comparison, how things done at this stage continue to affect all of the rest of life. You may have noticed that there are people who, when they grow old, exert an unusual influence on those around them. That there are such people is generally known. Such people don’t even need to say much when they are with others. Their mere presence is enough to bring what one may call an “air of blessing” to those around them. A grace emanates from them that brings about a relaxed and balanced atmosphere. If one has the patience and energy to trace the origin of this gift, one will find that it has developed out of a seed that came into being during childhood through a deeply felt respect for the authority of someone in charge. One could also describe it by saying that, in such a case, the child’s moral judgment had been enhanced by a feeling of veneration that gradually reached the level of religious experience. If a child, between the change of teeth and puberty, experiences the feeling of reverence for certain people, reverence tinged even with a genuine religious feeling that lifts moral feelings into the light of piety, expressed in sincere prayer, then out of this childlike prayer grows the gift of blessing in old age, the gift of radiating grace to one’s fellow human beings. Using pictorial language, one could say: Hands that have learned to pray in childhood have the gift of bestowing blessing in old age. These words, though symbolic and pictorial, nevertheless correspond to the fact that seeds planted in childhood can have an effect right to the end of life.

Now, for an example how the stages of human life are interrelated; one example in the moral realm is, as I said earlier, that the child’s ability to form mental images in the thinking process develops along a continuous line. Only memory will take on a different character after the change of teeth. Language, on the other hand, becomes somehow inverted. Between the second dentition and puberty, the young person develops an entirely different relationship to language. This new relationship can be properly served by bringing to the child at this time the grammar and logic inherent in language. One can tackle practically every aspect of language if, instead of rashly bringing to consciousness the unconscious element of language from early childhood, one makes this translation in a way that considers the child.

But what about the third relationship: the young child’s creation of an individual equilibrium with the external world after having learned to walk? Most people interpret the child’s attempt to use the legs for the first time in a purely external and mechanistic way. It is not generally known, for example, that our ability for spatial imagination and our capacity for mathematical imagery is an upward projection of our limbs’ potential movements into the intellectual sphere; in this projection, the head experiences, as mental activity, what is experienced in our limbs as movement. A deeply hidden soul element of the human being lives especially in this system of movement, a deep soul element linked to outer material forces.

After crawling on hands and knees, the child assumes the vertical position, lifting vertically the bodily axis, which in the case of the animals remains parallel to the Earth’s surface. This upright achievement of the child is the physical expression of the moral potential for human will forces, which lift the human being above the level of the animals.

One day a comprehensive physiology, which is at the same time anthroposophy, will learn to understand that moral forces express themselves in the way a child performs physical movements in space. What the child achieves by assuming the upright posture and thus becoming free of the forces that keep the animal’s spine parallel to the Earth’s surface, what the child achieves by rising into a state of equilibrium in space, is the physical expression of the moral nature of its will energy. It is this achievement that makes the human individual into a moral being.

The objection may be raised that during sleep the position of the human spine is also parallel to the Earth’s surface. However I am speaking here about the general human organization, and about the way spatial dimensions are organized into the human being. Through an accurate assessment of these matters, within this upright position the physical expression of human morality can be seen, which allows the human countenance to gaze freely into the world.

Let me compare what actually happens in the child with a certain phenomenon in nature. In the southern region of old Austria, (now part of Italy) there is a river named the Poik, whose source is in the mountains. Suddenly this river disappears, completely vanishes from sight, and surfaces again later. What appears as the second river does not have its own source, but after its reemergence, people call it the Unz. The Unz disappears again, and resurfaces as a river called The Laibach. In other words, this river flows, unseen, in the depths of the Earth for part of its journey. Similarly, what the child has absorbed from its surroundings in its early years rests unperceived during childhood sleep. During the first years of life, when the child is unconsciously given over to moral forces inherent in the environment, the child acquires the ability to use the limbs in an upright position, thus becoming free of animality. What the child puts into this newly won skill is not noticeable between the change of teeth and puberty, but reappears as freedom in the making of moral judgements, as the freedom of human morality in the will sphere. If the teacher has cultivated the right moral sympathies and antipathies in the child at primary school age—without, however, being too heavy-handed—then, during the time before puberty, the most important aspects of the will can continue their “underground existence.” The child’s individual will, built on inner freedom, will eventually become completely a part of a human sense of responsibility, and will reappear after puberty so that the young person can be received as a free fellow human being. If the educator has refrained from handing down interdicts, and has instead planted sympathies and antipathies in the pupils’ emotional baggage, but without infringing upon the moral will now appearing, the young person can transform the gifts of sympathies and antipathies according to individual needs. After puberty, the young person can transform what was given by others into moral impulses, which now come freely from individuality.

This is how to develop, out of real empathy with the human being, what needs to be done at each age and stage. If one does so properly between the seventh and fourteenth years by allowing moral judgements to mature in the pupil’s life of feeling, what was given to the child properly with the support of authority will be submerged into the human sphere of free will. The human being can become free only after having been properly guided in the cultivation of moral sympathies and antipathies. If one proceeds in this manner regarding moral education, one stands beside the pupils so that one is only the motivator for their own self-education. One gives them what they are unconsciously asking for, and then only enough for them to become responsible for their own selves at the appropriate age, without any risk or danger to themselves.

The difficulty regarding moral education to which I drew your attention at the beginning of today’s meeting, is solved in this way. One must work side by side with one’s pupils, unselfishly and objectively. In other words, the aim should be never to leave behind a relic of one’s own brand of morality in the psychological makeup of the pupils; one should try instead to allow them to develop their own sympathies and antipathies for what they consider morally right or wrong. This approach will enable them to grow rightly into moral impulses and will give them a sense of freedom at the appropriate age.

The point is to stand beside the child on the basis of an intimate knowledge and art of psychology, which is both an art of life and an art of spiritual endeavor. This will do justice not only to artistic, but also to moral education. But one should have due respect for the human being and be able to rightly evaluate a child’s human potential. Then one’s education will become a moral education, which means that the highest claim, the highest demand, for the question of morality and education is contained in the following answer: The right relationship between education and morality is found in a moral pedagogy whereby the entire art of education is itself a moral deed. The morality inherent in an art of education is the basis for a moral pedagogy.

What I have said so far applies to education in general, but it is nearest to our heart at the present time, when an understandable and justified youth movement has been growing apace. I will not attempt to characterize this youth movement properly in just a few words. For many of you here, I have done so already in various other places. But I wish to express my conviction that, if the older generation of teachers and educators knows how to meet the moral impulses of the younger generation on the basis of an art of education as outlined here, this problem of modern youth will find its proper solution. For in the final resort, the young do not wish to stand alone; they really want to cooperate with the older generation. But this cooperation needs to happen so that what they receive from their elders is different, something other, from what they can themselves bring; they need to be able to perceive it as the thing which their soul needs and which the older people can give.

Contemporary social life has created conditions regarding this question of the younger generation that I would characterize in this way: It is often said that the old should retain their previous youthful forces in order to get on better with the young. Today (present company, as always, excluded) the older generation appears excessively youthful, because its members have forgotten how to grow old properly. Their souls and spirits no longer know how to grow into their changed bodies. They carry into their aging bodies what they used to do in their young days, but the human garment of life no longer fits. If now the old and the young meet, the ensuing lack of understanding is not caused by old age as such, but, on the contrary, because the old have not grown old properly and, consequently, cannot be of much help to the young. The young expect that the old should have grown old properly, without appearing childish. When today’s young meet their elders, they find them not very different from themselves. They are left with the impression that, although the old people have learned more in life, they do not seem to understand life more deeply, to be wiser. The young feel that the old have not used their age to become mature, that they have remained at the same human level as the young themselves. Youth expects that the old should have grown old in the right way.

For this concept to enter social life properly, a practical art of education is needed, which ensures that the seeds planted in education bear fruit right into ripe old age, as I have described it in various examples. One has to be able to unfold the appropriate life forces for each stage of life. One must know how to grow old. When the old understand how to grow old properly, they are full of inner freshness, whereas if they have become gray and wrinkled while remaining childishly immature, they cannot give anything to the young that the latter don’t have already. This sheds some light on the present situation. One must only look at these things objectively. Basically, those who find themselves in this situation are quite innocent of the problems involved. What matters is that we tackle this most important and topical human problem by looking closely at our contemporary education, and in particular at the moral factor in education. Coming to terms with it is of great import, not only from the educational point of view, but for the entire social life.

When all is said and done, the moral education of the human being is the crown of all education and teaching. In Faust, Goethe puts the following strange words into the mouth of the Creator-God:

The good person, in darkest aberration,
is of the right path conscious still.

It is worth noting that although Goethe let these words be spoken by the Lord God Himself, pedantic minds could not resist nitpicking over them. They said, “‘The good person, in darkest aberration ... is conscious...’ ”; this is a contradiction in terms, for the darkest aberration is purely instinctive and certainly not conscious. How could Goethe write such words in his Faust?” So much for erudite barbarians. Well, I believe that Goethe knew very well what he had written in this sentence. He wanted to express the idea that, for those who look at the moral life without prejudice, morality is connected with the darkest depths of the human being, and that in this realm one approaches the most difficult area of the human being. In today’s meeting, we saw for ourselves the difficulty of approaching moral issues in practical education. In these areas the darkest realms of the human being are encountered. Goethe clearly recognized this, but he also recognized that what the moral person can achieve only through the brightest rays of the spirit light, has to be attained in the darkest depths of the soul. I would like to think that Goethe’s words consecrate the moral aspect of education, for what do they really say? They express a deep truth of life, into which I wish to condense all that has been said about the meaning of moral education.

I therefore will sum up in the sense of Goethe’s words what I outlined for you today by concluding as follows: If you wish to enter the land of knowledge, you must follow the Spirit-light of day. You must work your way out of the darkness into the light. If you wish to find your way to the land of art, you must work your way, if not to the dazzling light of the Sun itself, at least into the colored brightness that Spirit-light radiates into the world. For in this light and in this light alone is everything turned into art.

However, it would be sad if, before becoming a morally good person, I first had to work my way toward these two goals. To become a morally good person, the innermost kernel of the human being has to be taken hold of down to its deepest recesses, for that is where the right orientation is needed. And the following must be said too: True, in our search for knowledge, we must work our way toward the light, and the pursuit of art means striving toward the colorful light of day; but it is equally true that, in the moral life, the human being who has found the right orientation can be a good person without light, and also without brightness; it is possible to be a good person through all the darkness and obscurity of life. If, as “the good person,” one is “conscious of the right path still,” one will be able to find the right way through all existing darkness, into the light and into all the colorful brightness of the world.

Yesterday I tried to show the methods used by Eastern spirituality for approaching the super-sensible world. I pointed out how anybody who wished to follow this path into the super-sensible more or less dispensed with the bridge linking him with his fellows. He preferred to avoid the communication with other human beings that is established by speaking, thinking and ego-perception. I showed how the attempt was first of all made not to hear and understand through the word what another person wished to say, but actually to live in the words themselves. This process of living-in-the-word was enhanced by forming the words into certain aphorisms. One lived in these and repeated them, so that the soul forces acquired by thus living in the words were further strengthened by repetition.

I showed how in this way a soul-condition was attained that we might call a state of Inspiration, in the sense in which I have used the word. What distinguished the sages of the ancient Eastern world was that they were true to their race; conscious individuality was far less developed with them than it came to be in later stages of human evolution. This meant that their penetration of the spiritual world was a more or less instinctive process. Because the whole thing was instinctive and to some extent the product of a healthy human impulse, it could not in ancient times lead to the pathological disturbances of which we have also spoken. In later times steps were taken by the so-called Mystery centres to guard against such disturbances as I have tried to describe to you. What I said was that those in the West, who wish to come to grips with the spiritual world, must attempt things in a different way.

Mankind has progressed since the days of which I was speaking. Other soul forces have emerged, so that it is not simply a matter of breathing new life into the ancient Eastern way of spiritual development. A reactionary harking back to the spiritual life of prehistoric times or of man's early historical development is impossible. For the Western world, the way of initiation into the super-sensible world is through Imagination. But Imagination must be integrated organically with our spiritual life as a whole. This can come about in the most varied ways: as it did, after all, in the East. There, too, the way was not determined unequivocally in advance. To-day I should like to describe a way of initiation that conforms to the needs of Western civilisation and is particularly well suited to anyone who is immersed in the scientific life of the West.

In my book, Knowledge of the Higher Worlds, I have described a sure path to the super-sensible. But this book has a fairly general appeal and is not specially suited to the requirements of someone with a definite scientific training. The path of initiation which I wish to describe to-day is specifically designed for the scientist. All my experience tells me that for such a man the way of knowledge must be based on what I have set out in The Philosophy of Spiritual Activity. I will explain what I mean by this.

This book, The Philosophy of Spiritual Activity, was not written with the objects in mind that are customary when writing books to-day. Nowadays people write simply in order to inform the reader of the subject-matter of the book, so that he learns what the book contains in accordance with his education, his scientific training or the special knowledge he already possesses. This was not basically my intention in writing The Philosophy of Spiritual Activity. For this reason it will not be popular with those who read books only to acquire information. The purpose of the book is to make the reader use his own processes of thought on every page, In a sense the book is only a kind of musical score, to be read with inward thought-activity in order to be able of oneself to advance from one thought to the next. This book constantly expects the reader to co-operate by thinking for himself.

Moreover, what happens to the soul of the reader, when he makes this effort of co-operation in thought, is also to be considered. Anybody who works through this book and brings his thought-activity to bear on it will admit to gaining a measure of self-comprehension in an element of his soul-life where this had been lacking. If he cannot do this, he is not reading The Philosophy of Spiritual Activity in the right way. He should feel how he is being lifted out of his usual concepts into thoughts which are independent of his sense-life and in which his whole existence is merged. He should be able to feel how this kind of thinking has freed him from dependence on the bodily state. Anyone who denies experiencing this has fundamentally misunderstood the book. It should be more or less possible to say: “Now I know through what I have achieved in the thought-activity of my soul what true thinking really is.”

The strange thing is that most Western philosophers utterly deny the reality of the very thing that my Philosophy of Spiritual Activity seeks to awaken in the soul of the reader. Countless philosophers have expounded the view that pure thinking does not exist, but is bound to contain traces, however diluted, of sense-perception. A strong impression is left that philosophers who maintain this have never really studied mathematics, or gone into the difference between analytical and empirical mechanics. The degree of specialisation required to-day will alone account for the fact that a great deal of philosophising goes on nowadays without the remotest understanding of mathematical thinking. Philosophy is fundamentally impossible without a grasp of at least the spirit of mathematical thinking. Goethe's attitude to this has been noticed, even though he made no claim himself to any special training in mathematics. Many would deny the existence of the very faculty which I should like readers of The Philosophy of Spiritual Activity to acquire.

Let us imagine a reader who simply sets about working through The Philosophy of Spiritual Activity within the framework of his ordinary consciousness in the way I have just described. He will not of course be able to claim that he has been transported into a super-sensible world; for I intentionally wrote this book in the way I did so as to present people with a work of pure philosophy. Just consider what advantage it would have been to anthroposophically orientated science if I had written works of spiritual science from the start. They would of course have been disregarded by all trained philosophers as the amateurish efforts of a dilettante. To begin with I had to concentrate on pure philosophy: I had to present the world with something thought out in pure philosophical terms, even though it transcended the normal bounds of philosophy.

However, at some point the transition had to be made from pure philosophy and science to writing about spiritual science. This occurred at a time when I had been asked to write about Goethe's scientific works, and this was followed by an invitation to write one particular chapter in a German biography of Goethe that was about to appear. It was in the late 1890's and the chapter was to be concerned with Goethe's scientific works. I had actually written it and sent it to the publisher when another work of mine came out, called Mysticism at the Dawn of the Modern Age. This book was a link between pure philosophy and philosophy based on Anthroposophy. When this came out, my other manuscript was returned to me. Nothing was enclosed apart from my fee, the idea being that any claim I might make had thus been met. Among the learned pedants there obviously was no interest in anything written—not even a single chapter devoted to the development of Goethe's attitude to natural science—by one who had indulged in such mysticism.

I will now assume that The Philosophy of Spiritual Activity has already been studied with one's ordinary consciousness in the way I have suggested. We are now in the right frame of mind to guide our souls in the direction briefly indicated yesterday—along the first steps of the way leading to Imagination. It is possible to pursue this path in a form consonant with Western life if we simply try to surrender ourselves completely to the world of outer phenomena, so that we absorb them without thinking about them. In ordinary waking life, you will agree, we are constantly perceiving, but in the very act of doing so we are always permeating out perceptions with concepts. Scientific thinking involves a systematic interweaving of perceptions with concepts, building up systems of concepts and so on. In acquiring a capacity for the kind of thinking that gradually results from reading The Philosophy of Spiritual Activity, we become capable of such strong inner activity that we are able to perceive without conceptualising.

There is something further we can do to strengthen our soul-forces so that we are enabled to absorb perceptions in the way I have just described: that is, by refraining from elaborating them with concepts in the very act of absorbing them. We can call up symbolic or other kinds of images—visual images, sound images, images of warmth, taste, and so on. If we thus bring our activity of perception into a state of flux, as it were, and infuse it with life and movement, not in the way we follow when forming concepts, but by working on our perceptions in an artistic or symbolising manner, we shall develop much sooner the power of allowing the percepts to permeate us in their pure essence. Simply to train ourselves rigorously in what I have called phenomenalism—that is, in elaborating the phenomena—is an excellent preparation for this kind of cognition. If we have really striven to reach the material boundaries of cognition—if we have not lazily looked beyond the veil of sense for metaphysical explanations in terms of atoms and molecules, but have used concepts to set in order the phenomena and to follow them through to their archetypes—then we have already undergone a training which can enable us to keep all conceptional activity away from the phenomena. And if at the same time we turn the phenomena into symbols and images, we shall acquire such strength of soul as to be able, one might say, to absorb the outer world free from concepts.

Obviously we cannot expect to achieve this all at once. Spiritual research demands far more of us than research in a laboratory or observatory. Above all an intense effort of will is required. For a time we should strive to concentrate on a symbolic picture, and occupy ourselves with the images that arise, leaving them undisturbed by phenomena present in the soul. Otherwise they will disappear as we hurry through life from sensation to sensation and from experience to experience. We should accustom ourselves to contemplating at least one such image—whether of our own creation or suggested by somebody else—for longer and longer periods. We should penetrate to its very core, concentrating on it beyond the possibility of being influenced by mere memory. If we do all this, and keep repeating the process, we can strengthen our soul forces and finally become aware of an inner experience, of which formerly we had not the remotest inkling.

Finally—it is important not to misunderstand what I am going to say—it is possible to form a picture of something experienced only in our inner being, if we recall especially lively dream-pictures, so long as they derive from memories and do not relate directly to anything external, and are thus a sort of reaction stemming from within ourselves. If we experience these images in their fullest depth, we have a very real experience; and the point is reached when we meet within ourselves the spiritual element which actuates the processes of growth. We meet the power of growth itself. Contact is established with a part of our human make-up which we formerly experienced only unconsciously, but which is nevertheless active within us. What do I mean by “experienced unconsciously?”

Now I have told you how from birth until the change of teeth a spiritual soul force works on and through the human being; and after this it more or less detaches itself. Later, between the change of teeth and maturity, it immerses itself, so to speak, in the physical body, awakening the erotic impulse—and much else besides. All this happens unconsciously. But if we consciously use such soul-activities as I have described in order to observe how the qualities of soul and spirit can penetrate our physical make-up, we begin to see how these processes work in a human being, and how from the time of his birth he is given over to the external world. Nowadays this relation to the outer world is regarded as amounting to nothing more than abstract perception or abstract knowledge. This is not so. We are surrounded by a world of colour, sound and warmth and by all kinds of sensory impressions. As our thinking gets to work on them, our whole being receives yet further impressions. When unconscious experiences of childhood come to be experienced consciously, we even find that, while we were absorbing colour and sound impressions unconsciously, they were working spiritually upon us. When, between the change of teeth and maturity, erotic feelings make their first impact, they do not simply grow out of our constitution but come to meet us from the cosmos in rays of colour, sound and warmth.

But warmth, light and sound are not to be understood in a merely physical sense. Through our sensory impressions we are conscious only of what I might call outer sound and outer colour. And when we thus surrender ourselves to nature, we do not encounter the ether-waves, atoms and so on which are imagined by modern physics and physiology. Spiritual forces are at work in the physical world; forces which between birth and death fashion us into the human beings we are.

When once we tread the paths of knowledge which I have described, we become aware of the fact that it is the outer world which forms us. As we become clearly conscious of spirit in the outer world, we are able to experience consciously the living forces at work in our bodies. It is phenomenology itself that reveals to us so clearly the existence of spirit in the outer world. It is the observation of phenomena, and not abstract metaphysics, that brings the spiritual to our notice, if we make a point of observing consciously what we would otherwise tend to do unconsciously; if we notice how through the sense-world spiritual powers enter into our being and work formatively upon it.

Yesterday I pointed out to you that the Eastern sage virtually ignores the significance of speech, thought and ego-perception. His attitude towards these activities is different, for speech, perception of thoughts and ego-perception tend at first to lead us away from the spiritual world into social contact with other human beings. We buy our way into social life, as it were, by exposing our thoughts, our speech and our ego-perception and making them communicable. The Eastern sage lived in the word and resigned himself to the fact that it could not be communicated. He felt the same about his thoughts; he lived in his thinking, and so on. In the West we are more inclined to cast a backward glance at humanity as we follow the path into the super-sensible world.

At this point it is well to remember that man has a certain kind of sensory organisation within him. I have already described the three inner senses through which he becomes aware of his inner being, just as he perceives what goes on around him. We have a sense of balance, which tells us of the space we occupy as human beings and within whose limits our wills can function. We have a sense of movement, which tells us, even in the dark, that we are moving. This knowledge comes from within and is not derived from contact with outside objects that we may touch in passing. We have a “sense of life,” through which we are aware of our general state of health, or, one might say, of our constantly changing inward condition.

It is just in the first seven years of our life that these three inner senses work in conjunction with the will. We are guided by our sense of balance: and a being that, to begin with, cannot move about and later on can only crawl, is transformed into one that can stand upright and walk. When we learn to walk upright, we are coming to grips with the world. This is possible only because of our sense of balance. Similarly, our sense of movement and our sense of life contribute to our development as integrated human beings.

Anybody able to apply laboratory standards of objective observation to the study of man's development—spirit-soul as well as physical—will soon discover how those forces that form the human being and are especially active in the first seven years free themselves and begin to assume a different aspect from the time of the change of teeth. By this time a person is less intimately connected with his inner life than he was as a child. A child is closely bound up inwardly with human equilibrium, movement and processes of life. As emancipation from them gradually occurs, something else is developing. A certain adjustment is taking place to the three senses of smell, taste and touch.

A detailed observation of the way a child comes to grips with life is extraordinarily interesting. This can be seen most obviously, of course, in early life, but anybody trained to do so can see it clearly enough later on as well. I refer to the process of orientation made possible by the senses of smell, of taste and of touch. The child in a manner expels from himself the forces of equilibrium, movement and life and, while he is so doing, draws into him the qualitative senses of smell, taste and touch. Over a fairly long period the former are, so to speak, being breathed out and the latter breathed in; so that the two trinities encounter each other within our organism—the forces of equilibrium, movement and life pushing their way outward from within, while smell, taste and touch, which point us to qualities, are pressing inwards from without. These two trinities of sense interpenetrate each other; and it is through this interpenetration that the human being first comes to realise himself as a true self.

Now we are cut off from outer spirituality by speech and by our faculties of perceiving the thoughts and perceiving the egos of others—and rightly so, for if it were otherwise we could never in this physical life grow into social beings. [See previous lecture.] In precisely the same way, inasmuch as the qualities of smell, taste and touch wax counter to equilibrium, movement and life, we are inwardly cut off from the last three—which would otherwise disclose themselves to us directly. One could say that the sensations of smell, taste and touch form a barricade in front of the sensations of balance, movement and life and prevent our experiencing them.

What is the result of that development towards Imagination of which I spoke? It is this. The oriental stops short at speech in order to live in it; stops at thought in order to live in it; stops at ego-perception in order to live in it; and by these means makes his way outward into the spiritual world. We, as the result of developing Imagination, do something similar when we absorb the external percept without conceptualising it. But the direction we take in doing this is the opposite to the direction taken by an oriental who practises restraint in the matter of speech, thought-perception and ego-perception. He stays still in these. He lives his way into them. The aspirant to Imagination, on the other hand, worms his way inward through smell, taste and perception; he penetrates inward and, ignoring the importunities of his sensations of smell, taste and touch, makes contact with the experiences of equilibrium, movement and life.

It is a great moment when we have penetrated the sensory trinity, as I have called it, of taste, smell and touch, and we stand naked, as it were, before essential movement, equilibrium and life.

Having thus prepared the ground, it is interesting to study what it is that Western mysticism so often has to offer. Most certainly, I am very far from decrying the elements of poetry, beauty and imaginative expression in many mystical writings. Most certainly I admire what, for instance, St. Theresa, Mechthild of Magdeburg and others have to tell us, and indeed Meister Eckhardt and Johannes Tauler; but all this reveals itself also to the true spiritual scientist. It is what arises if one follows an inward path without penetrating through the domain of smell, taste and touch. Read what has been written by individuals who have described with particular clarity what they have experienced in this way. They speak of an inner sense of taste, experienced in connection with the soul-spiritual element in man's inner being. They refer also to smell and touch in a special way. Anybody, for instance, who reads Mechthild of Magdeburg or St. Theresa rightly will see that they follow this inward path, but never penetrate right through smell, taste and touch. They use beautiful poetic imagery for their descriptions, but they are speaking only of how one can smell, taste and touch oneself inwardly.

It is indeed less agreeable to see the true nature of reality with spiritually developed senses than to read the accounts given by a sensual mysticism—the only term for it—which fundamentally gratifies only a refined inward-looking egotism of soul. As I say, much as this mysticism is to be admired—and I do admire it—the true spiritual scientist has to realise that it stops half-way. What is manifest in the splendid poetic imagery of Mechthild of Magdeburg, St. Theresa and others is really only what is smelt, tasted and touched before attaining to true inwardness.

Truth can be unpleasant, perhaps even cruel, at times. But modern man has no business to become rickety in soul through following a vague incomplete mysticism. What is required to-day is to penetrate the true mysteries of man's inner nature with all our intellectual powers—with the same powers that we have disciplined in the cause of science and used to effect in the outer world. There is no mistaking what science is. It is respected for the very method and discipline it demands. It is when we have learnt to be scientific that we appreciate the achievements of a vague mysticism at their true worth but we also discover that they are not what spiritual science has to foster. On the contrary, the task of spiritual science is to reveal clearly the true nature of man's being. This in turn makes possible a sound understanding of the outer world.

Instead of speaking in this way, as the truth demands of me, I could be claiming the support of every vague, woolly mystic, who goes in for mysticism to satisfy the inward appetite of his soul. That is not our concern here, but rather the discovery of powers that can be used for living; spiritual powers that are capable of informing our scientific and social life.

When we have come to grips with the forces that dwell in our senses of balance, life and movement, then we have reached something that is first of all experienced through its transparency as man's essential inward being. The very nature of the thing shows us clearly that we cannot penetrate any deeper. What we do find is quite enough to be going on with, for what we discover is not the stuff of vague mystical dreams but a genuine organology. Above all, we find within ourselves the true nature of balance and movement, and of the stream of life. We find this within ourselves.

When this experience is complete, something unique has taken place. In due course we discover something. An essential prerequisite is, as I have said, to have worked carefully through The Philosophy of Spiritual Activity. The Philosophy is then left, so to speak, on one side, while we pursue the inward path of contemplation and meditation. We have advanced as far as balance, movement and life. We live in this life, balance and movement. Parallel with our pursuit of the way of contemplation and meditation, but without any other activity on our part, our thinking in connection with The Philosophy of Spiritual Activity has undergone a transformation. We have been able to experience as pure thought what a philosophy such as this has to offer; but now that we have worked upon ourselves in another sphere, our inner soul life; this has turned into something quite different. It has taken on new dimensions and is now much more full of meaning. While on the one hand we have been penetrating our inward being and have deepened our power of Imagination, we have also lifted out of the ordinary level of consciousness the fruits of our thinking on The Philosophy of Spiritual Activity. Thoughts which formerly had a more or less abstract existence in the realm of pure cerebration have now become significant forces. They are now alive in our consciousness, and what was once pure thinking has become Inspiration. We have developed Imagination; and thinking has been transformed into Inspiration.

What we have attained by these two methods in our progress along this road has to be clearly differentiated. On the one hand we have gained Inspiration from what was, to begin with, pure thought. On the other hand, there is the experience that comes to us through our senses of balance, movement and life. We are now in a position to unite the two forms of experience, the outer and the inner. The fusion of Inspiration and Imagination brings us to Intuition.

What have we accomplished now? I can answer this question by approaching it from the other side. First of all I must draw attention to the steps taken by the Oriental seer, who wishes to advance further after being trained in the mantras and experiencing the living word and language. He now learns to experience not only the rhythms of language but also, and in a sense consciously, the process of breathing. He has, as it were, to undergo an artificial kind of breathing by varying it in all kinds of ways. For him this is one step up; but this is not something to be taken over in its entirety by the West.

What does the Eastern student of yoga attain by consciously regulating his breathing in a variety of ways? He experiences something very remarkable when he breathes in. As he does so, he is brought into contact with a quality of air that is not to be found when we experience air as a purely physical substance, but only when we unite ourselves with the air and so experience it spiritually. A genuine student of yoga, as he breathes in, experiences something that works upon his whole being, an activity that is not completed in this life and does not end with death. The spiritual quality of the outer air enters our being and engenders in us something that goes with us through the gate of death. To experience the breathing process consciously means taking part in something that continues when we have laid aside our bodies. To experience consciously the process of breathing is to experience both the reaction of our inner being to the drawing in of breath and the activities of our soul-spiritual being before birth: or let us say rather that we experience our conception and the factors that contribute to our embryonic development and work on us further within our organism as children. Breathing consciously means realising our own identity on the far side of birth and death. Advancing from the experience of the word and of language to that of breathing means penetrating further into an inspired realisation of the eternal in man. We Westerners have to experience much the same—but in a different sphere.

What in fact is the process of perception? It is only a modification of the breathing process. As we breathe in, the air presses on our diaphragm and on our whole being. Brain fluid is driven up through our spinal column into our brain. This establishes a connection between breathing and cerebral activity. Breathing, in so far as it influences the brain, works upon our sense-activity in the form of perception. Drawing in breath has various sides to it, and one of these is perception.

How is it when we breathe out? Brain fluid descends and exerts pressure on the circulation of the blood. The descent of brain fluid is bound up with the activity of will and also with breathing out. Anybody who really makes a study of The Philosophy of Spiritual Activity will discover that when we attain to pure thinking, a fusion of thinking and willing takes place. Pure thinking is fundamentally an expression of will. So it comes about that what we have characterised as pure thinking is related to what the Easterner experiences in the process of breathing out.

Pure thinking is related to breathing out, just as perception is related to breathing in. We have to go through the same process as the yogi, but in a more inward form. Yoga depends on the regulation of breathing, both in and out, and in this way comes into contact with the eternal in man. What should Western man do? He can transform into soul-experience both perception on the one hand and thinking on the other. He can unite in his inner experience perception and thinking, which would otherwise only come quietly together in a formal abstract way, so that he has the same experience inwardly in his soul and spirit as he has physically in breathing in and out. Breathing in and out are physical experiences. When they are harmonised, we experience the eternal.

We experience thought-perception in our everyday lives. As we bring movement into our soul life, we become aware of rhythm, of the swing of the pendulum, of the constant movement to and fro of perception and thinking. Higher realities are experienced in the East by breathing in and out. The Westerner develops a kind of breathing process in his soul and spirit, in place of the physical breathing of yoga, when he develops within himself, through perception, the vital process of transformed in-breathing and, through thinking, that of out-breathing; and fuses concept, thought and perception into a harmonious whole. Gradually, with the beat of this rhythmical breathing process in perception and thinking, his development advances to true spiritual reality in the form of Imagination, Inspiration and Intuition.

In my Philosophy of Spiritual Activity I indicated as a philosophical fact that reality is the product of the interpenetration of perception and thinking. Since this book was designed to deal with man's soul activity, some indication should also be given of the training that Western man needs if he is to penetrate the spiritual world. The Easterner speaks of the systole and diastole, breathing in and out. In place of these terms Western man should put perception and thinking. Where the Oriental speaks of the development of physical breathing, we in the West say: development of soul-spiritual breathing in the course of cognition through perception and thinking.

All this should perhaps be contrasted with the kind of blind alley reached by Western spiritual development. Let me explain what I mean. In 1841 Michelet, the Berlin philosopher, published Hegel's posthumous works of natural philosophy. Hegel had worked at the end of the eighteenth century, together with Schelling, at laying the foundations of a system of natural philosophy. Schelling, with the enthusiasm of youth, had built his natural philosophy in a remarkable way on what he called intellectual contemplation. But he reached a point where he could make no further progress. His immersion in mysticism produced splendid results in his work, Bruno, or concerning the Divine and Natural Principle in Things, and that fine piece of writing, Human Freedom, or the Origin of Evil. But for all this he could make no progress and began to hold back from expressing himself at all. He kept promising to follow things up with a philosophy that would reveal the true nature of those hidden forces at which his earlier natural philosophy had only hinted.

When Hegel's natural philosophy appeared in 1841, through Michelet, the position was that Schelling's expected and oft-promised philosophical revelations had still not been vouchsafed to the public. He was summoned to Berlin. But what he had to offer contained no spiritual qualities to permeate the natural philosophy he had founded. He had struggled to create an intellectual picture of the world. He stood still at this point, because he was unable to use Imagination to enter the sphere of which I have been speaking to you to-day. So there he was at a dead end.

Hegel, who had a more rational intellect, had taken over Schelling's thoughts and carried them further by applying pure thinking to the observation of nature. That was the origin of Hegel's natural philosophy. So Schelling's promise to explain nature in spiritual terms was never fulfilled, and we got Hegel's natural philosophy which was to be discarded by science in the second half of the nineteenth century. It was not understood and was bound to remain so, for there was no connection between phenomenology, or the true observation of nature, and the ideas contained in Hegel's natural philosophy. It was a strange confrontation: Schelling travelling from Munich to Berlin, where something great was expected of him, and it turned out that he had nothing to say. This was a disappointment for all those who believed that through Hegel's natural philosophy revelations about nature would emerge from pure thinking. The historical fact is that Schelling reached the stage of intellectual contemplation but not that of genuine Imagination; while Hegel showed that if pure thinking does not lead on to Imagination, it cannot lead to Inspiration and to an understanding of nature's secrets. This line of Western development had terminated in a blind alley.

There was nothing—nothing permeated with the spirit—to set against Eastern teaching, which only engendered scepticism in the West. Anyone who has lovingly immersed himself in the true Schelling and Hegel, and has thus been able to see, with love in his heart, the limitations of Western philosophy, should turn his attention to Anthroposophy. He should work to bring about an anthroposophically orientated Spiritual Science for the West, so that we come to possess something of spiritual origin to compare with what the East has created through the interaction of systole and diastole.

For us in the West, there is the spiritual-soul rhythm of perception and thinking, through which we can rise to something more than a merely abstract science. It opens the way to a living science, which on that account enables us to live in harmony with truth. After all the misfires of the Kantian, Schellingian and Hegelian philosophies, we have come to the point where we need something that can show, by revealing the way of the spirit, how truth and science are related. The truth that dwells in a spiritualised science would be a healing power in the future development of mankind.

Inner life changes along with the changing seasons of nature, as the two are intimately connected. The verses commence in the spring, at the time of the vernal equinox, the full moon, and Sunday, which by definition is Easter. This is when the sun’s path, the ecliptic, viewed from earth, crosses the heavenly extension of the Earth’s equator and so starts to leave Pisces and enter Ares. Similarly, summer begins when the sun starts to leave Gemini to enter Cancer, fall begins when the sun starts to leave Virgo to enter Libra, and winter begins when the sun starts to leave Sagittarius to enter Capricorn. The verses are paired 26 weeks apart, for spring in one hemisphere is autumn in the other. These verses are mantic, from the muse, with their own rhythm, beauty, and meaning. Although Christmas and Saint John’s Day are fixed by the solstices (Christmas being 4 days off since the correction of the Julian Calendar), both Easter and Michaelmas move, as they are connected not just with the earth-sun-stars axis, but also with moon rhythms and planetary human rhythms. Everything is in flux, moving always, and so each of us will have to fit the 52 verses of the year into the rhythms of the universe, which are actually our inner rhythms also. In some years, if Easter comes early after the equinox, verses will have to be doubled up. In other years, if Easter comes later after the equinox, verses will have to be held over for another week. And as always, the dating and significance of Easter and of Michaelmas create lots of discussion. “Human beings are able to develop the consciousness soul precisely through the exertion of energy required to penetrate such riddles”.¹ The celestial equator and the ecliptic:²

—Translation by John Riedel MD - 6 May 2023

• 1. Rudolf Steiner in Reading the Pictures of the Apocalypse, 5/23/09.
• 2. Tau’olunga https://creativecommons.org/licenses/by-sa/3.0/

We have already pointed out in these lectures that in the words of Christ-Jesus to Nicodemus, we must recognize a conversation between Christ and a personality who is able to perceive what can be beheld outside of the physical body by means of higher organs of cognition if developed to a certain stage. For those who understand such things, this is clearly and distinctly indicated in the Gospel wherein it is stated that Nicodemus came to Christ-Jesus “in the night,” meaning in a state of consciousness in which the human being does not make use of his outer sense organs. We shall not enter into the trivial explanations which have been presented by different people concerning these words, “in the night.” You know that in this conversation the problem is one of rebirth of the human being “out of water and Spirit.” These are very important words concerning rebirth which the Christ speaks to Nicodemus in the 4th verse of the 3rd Chapter:

Nicodemus said unto Him:—How can a man be reborn when he is old?

Jesus answered:—Verily, verily, I say unto thee, except a man be born of water and the spirit, he cannot enter into the Kingdom of God.

We have already said that these words must be carefully weighed and we should keep definitely in mind that the words of a religious document of this kind must be taken in a literal sense on the one hang, but on the other we must first discover and understand this literal meaning. The words are often quoted, “The letter killeth, but the spirit giveth life!” Those who quote these words often employ them in a very peculiar manner. They find in them a license for reading into them their own phantasy, which they call the “spirit of the thing,” and then they say to someone who has taken the trouble to learn the letter before coming to the spirit: “What have we to do with the letter? The letter killeth, but the spirit giveth life.” One who speaks in this manner, stands about on the same level with a man who would say: “The spirit is what truly lives, but the body is something dead. Therefore let us destroy the body, then will the spirit become alive.” Whoever speaks in this way does not know that the spirit is formed gradually, that the human being must use the organs of his physical body for reception of what he experiences in the physical world, which he then raises into spirit. First we must know the letter, then we can kill it; likewise, when the spirit has drawn everything it can out of the human body, the latter falls away from the human spirit.

There is something extraordinarily profound just in this very chapter of the Gospel of St. John. We can only enter into the meaning of it, when we follow human evolution still further back than we have already in our consideration of the Gospel up to the present. Today we must trace the human being back into still more remote periods of the earth's evolution.

In order that you may not, at the very beginning, be too much shocked at what I shall have to say about these early human states, I should like to lead you back once more to the ancient Atlantean epoch.

We have already called attention to the fact that before that great cataclysm of our earth, a memory of which is retained in the sagas of the Flood, our human progenitors lived out there in the west in a region which no longer exists, but which now forms the bed of the Atlantic Ocean. This continent which is called the ancient Atlantis harbored our forefathers. When we examine the later epochs of this Atlantean period of human evolution, we find, even in these epochs of the far distant past, that at least the form of the human being was not so very much unlike his present one. However, if we should go back to the earliest periods of this Atlantean continent, we would find the human form quite different from that of the present. We can go still further back.

Before the Atlantean age, the human being lived in a land which, in the language of today, is called Lemuria. This continent also perished through great changes on our earth. It occupied approximately the region which now lies between southern Asia, Africa, and Australia. When we examine the human forms which lived in Lemuria, as they present themselves to clairvoyant sight, we find them very different from those of present day humanity, and it is not necessary that I describe them to you in detail nor those of the early Atlantean period. Although you have already had to endure a great deal in the descriptions of Spiritual Science, nevertheless the forms of these ancient Lemurians, fundamentally so different from the present forms, would appear to you quite improbable. However, we must in a certain respect describe them, although quite superficially if we wish to understand what has happened to the human being in the course of the earth's evolution.

Let us suppose, for example, something in reality quite impossible, but we shall assume it for the sake of an understanding. Let us suppose that with your present senses, which of course you did not at that time possess, you could look into the latter part of the Lemurian and the first part of the Atlantean epochs of human evolution, and observe the surface of the earth in its various parts. If you should expect to be able to find the human being upon the earth by means of this physical sense perception, you would be greatly disappointed. At that time he did not exist in a form which you would be able to see with your present physical senses. It would appear to you as though certain regions of our earth's surface, already resembling islands, protruded out of the rest of the still fluidic earth, which was either surrounded by sea-water or enveloped in vapour. But those regions which thus protruded like islands were not yet dry land like our present solid earth, but soft earth masses in the midst of which fiery forces played. These island regions were continually being thrown up and then again submerged by the volcanic forces of that time. In short, there was still in the earth an element active in fire; all was still actively in a state of flux, continually changing. In certain regions which already existed, and which had been cooled to a certain degree, you would find precursors of our present animal world. Here and there you would have observed grotesque shapes; you would have found strange forms, forerunners of our reptiles and amphibians. However, you would have been able to see nothing of the human being, because at that time he did not possess a physical body dense and solid enough to be seen. You would have had to seek him elsewhere, as it were, in the masses of water and vapour. It would be, perhaps, as though you were to swim out to sea at the present time and could see there not much more of certain lower animals than a soft, slimy mass. You would then find the human physical form of that time embedded in the regions of aqueous vapour. The further back we go, the more attenuated and like his vapoury, watery environment do we find the human form of that period. Not until the Atlantean period does it begin to condense, and were we able to follow with our eyes the whole of evolution, we should be able to see how, out of the water, this human being becomes condensed, gradually descending upon the surface of the earth. As a matter of fact, it is true that the physical human being set foot upon the ground of our earth's surface relatively late. From this region of water and air, he gradually descended, crystallizing out of it. We have now obtained a sketchy picture of a human being who is not distinguishable from his environment, who consists of the same element in which he lives. When we follow very far back in the evolution of the earth, we find that this human body becomes more and more tenuous.

Now let us go back to the very beginning of our present earthly planet. We know that it arose out of the ancient Moon. This ancient Moon we have called the “Cosmos of Wisdom.” At a certain stage of its evolution, this ancient Moon did not contain what we would call solid earth, and we must understand very clearly that the physical conditions were quite different on the embodiment of our planet which just preceded our present Earth. If you follow back as far as the ancient Saturn condition, you must not imagine that it would appear as our earth now appears, that you would find rocks upon which you could walk, and trees which you could climb. None of all this existed at that time. If you had approached ancient Saturn during the middle period of its evolution from far out in cosmic space, you would not, perhaps, have seen any special cosmic body moving about, but you would have been able to detect something very strange, namely, that you had come into a region where you felt as though you had crept into an oven. The only reality of this Saturn state was that it possessed a different degree of warmth from its environment. In no other way could it have been perceived. Occultism does not, like the present ordinary physics, distinguish three conditions of matter only, but it discerns still others. The physicist declares that at present there are solid, fluidic and gaseous bodies. Saturn, however, was not yet even gaseous. Our gaseous state is much denser than the densest state on Saturn. In occultism, we distinguish also the state of warmth which is not simply a state of matter in vibration, but a fourth substantial state. Saturn consisted only of this warmth and if we proceed from Saturn to the Sun, we experience a condensation of that ancient fiery planet. The Sun is the first gaseous embodiment of our planet; it is the first gaseous or airy body. The ancient Moon-state then condenses still further; it is a fluid body which only later, when the sun departs from it, assumes a more dense condition. The actual middle condition, however, while it is still united with the sun, is the fluidic state. All that we today call mineral earth, the mineral, rocks, surface soil, all this did not exist on the ancient Moon. This appeared for the first time upon our Earth, crystallizing itself out of it.

When the Earth commenced its evolution, it began by first repeating once more all the various earlier conditions. Every substance and every being in the cosmos always repeats earlier conditions at the beginning of any new stage of evolution. Thus our Earth passed quickly through the Saturn, Sun and Moon states. When it was passing through the Moon evolution, it consisted of water, mixed with vapour—not like our present water, but a watery, that is to say, a fluidic condition of substance. The fluid state was its densest condition. This watery sphere which swam about in cosmic space was not like the water of the present, but water mixed with vapour, in other words, something gaseous and something fluidic permeating each other, and within this we find the human being. He could exist in this watery sphere, because no solid substance had yet been precipitated. Of the present human being, only his ego and his astral body were present. This ego and astral body did not yet feel themselves as separate entities, but as though embedded within the body of divine spiritual beings. They did not yet feel themselves severed from a being whose body is the water-vapour earth. Then within these ego-endowed astral bodies, enclosures were formed, very tenuous, fine human germs. This is shown in the first diagram.

The upper part of the diagram is intended to represent the astral body and ego which, insensible to outer perception, were embedded in the water-earth sphere; these draw from themselves the first germ of the physical body which together with the ether body was in a very rarefied condition. This then took form out of this watery earth-water sphere. If you were to follow this clairvoyantly, you would see the first germ of the physical and ether bodies surrounded by the astral body and ego as shown in the first figure. That part of you—namely, your physical and ether bodies—which at present lies in bed when you sleep, formed in its very first beginnings in this Earth-state the first human germ still wholly enveloped by the astral body and the ego. The watery vapour mass then densified, and the astral body with the ego gave the impulse to this first human germ to become a part of this primal water-earth. (We cannot now follow further the evolution of the animals and plants.) The next thing that occurred was the condensation of the water, and, in a certain sense, air and water appeared. No longer were vapour and water mixed together, but water and air were separated from one another. As a result, the human corporeality—physical and ether bodies—again became somewhat more densified and because the air had separated from the water, it became airy and took into itself the fiery element. Thus what was formerly watery now became aeriform. The physical ether human germ now consisted of air permeated by fire; the astral body and ego enveloped it and all this moved about in what remained of the water, fluctuating back and forth alternately in water and air.

We thus have before us the human being of that time, whose incipient state has reached even the density of air and has been made incalescent by fire. This has become the same human being who lies sleeping in bed today. To each of these human fire-beings belong an astral body and an ego, but they are completely embedded within the bosom of the Godhead, that is, they do not yet feel themselves individualized.

You must meditate deeply upon these things, for these conditions are so different from the present conditions of the earth, they seem shocking and unbelievable. Now you will ask:—What is the fire element which you have indicated there in the air? The fire which human beings possessed at that time still exists within you. It is the fire that pulses through your blood, it is the heat of the blood. What is left over from the ancient air also lives on within your organism. When you inhale and exhale, you have air within your otherwise solid body which flows in and out of it. When you inhale deeply, the air is then taken up into the blood and this is the reason for the warm air-breath. Imagine this air permeating the whole body, penetrating into all its parts. Now, think away all that is solid and fluid and picture only the form that remains, the form of a human being who has just inhaled; that means that he has driven the oxygen into the outermost parts of the body. A form remains which is very similar to the human, but which, however, consists only of air. The air which streams through the human being takes on the exact form of the body. A kind of shadow body remains consisting of air permeated with warmth. That is the kind of human being you were at that time; you did not then have the form which you now possess, but the physical and ether bodies were enveloped by the astral body invested with the ego. This condition continued on into the Atlantean period. Those who yield to the illusion that in the earliest epochs of Atlantis men walked about as they do today, are quite in error. The human creature first descended out of the airy sphere into the denser region of matter. There were at that time upon the earth only the animals who could not hold back their incarnation in physical form, thus they remained at the animal stage, since the earth was not yet mature enough to yield up its substance for the physical human form. Therefore the animals remained in lower forms because they could not hold back their descent into matter.

The next thing that occurred was the division of the human being, in respect of his physical body, into airy, warmth and fluid parts. This means, in an occult sense, that he became a water-man. You may say that the human being was previously already a water-man. But that would not be quite correct. Previously the earth was a watery sphere, and within it—although only in a spiritual state—were astral body and ego. They swam about in the water as spiritual beings; they were not yet individualized. Now we have for the first time reached the point where we could have found the physical human body contained within this water, but in a sort of jelly fish formation. If you had swum out into this primeval sea, you would have found in it, condensed out of the water, forms which would have been transparent to you. This is the way these human beings appeared in the beginning. First they had a water body and at the same time their astral body and ego continued to remain deeply embedded in the divine, spiritual beings. At that time, when the human being possessed this watery body the apportioning of his states of consciousness was very different from what it became later on. The separation into unconscious night and conscious day did not exist as it does now, but then, when the human being was still embedded in the beings of the divine-spiritual world, he had a dreamy astral consciousness. When, during the day, he dipped down into his fluidic, physical body, this was night to him and when he was again out of his physical body, he beheld the dazzling, astral light. When he plunged into the physical body in the morning, there all was dull and dreary and a sort of unconscious state began. Gradually, however, the present physical organs were formed in his physical body and with these he gradually learned to see. Day consciousness became brighter and brighter, and he was thereby cut off from the divine matrix. It was only toward the middle of the Atlantean period that this human creature was dense enough to become flesh and bone. After the cartilage had solidified, the bones then gradually appeared. At the same time the earth also became more solid and the human being then descended upon the surface of the earth. Thus that consciousness which he had possessed in the divine-spiritual world gradually disappeared, and he became more and more an observer of the outer world, preparing himself thereby to become a true earth dweller. In the last third of the Atlantean period, the human form became more and more like the present one.

Thus literally and truly the human being descended from spheres which we must designate water-vapour, water-air spheres. As long as he remained in the water-air sphere, his consciousness possessed the faculty of a clear astral perception, because whenever he was outside of the physical body he was above in the presence of the gods, but by virtue of the densification of the physical body, he cut himself off, as it were, from the divine substance. Like something that had acquired a shell, he slowly severed himself from his earlier connections, when he ceased to be watery and gaseous. As long as he was fluidic and airy in form, he remained above with the gods. He was not able to develop his ego, for he had not yet released himself from the divine consciousness. Because he descended into physical matter, his astral consciousness became ever more darkened. If we wish to characterize the significance of this evolutionary process, we may say that formerly, when the human being was still living with the gods, his physical and ether bodies were fluidic and gaseous in form, and were only gradually, simultaneously with the solidification of the earth, condensed to their present material form. That is the descent, but just as he has made this descent, so will he also ascend again. After he has had the experiences that are to be had in solid substance, he will again mount into those regions where his physical body will be fluidic and gaseous. He must bear within him the consciousness that if he wishes to unite himself again consciously with the gods, his true existence will be in those regions from which he has sprung. He has become condensed out of water and air and he will again become diffused into them. He can only spiritually anticipate this condition today by gaining within his inner nature a consciousness of the future state of his physical body. Only by becoming conscious of it today, however, will he gain the power to do so. When we have acquired this consciousness, our earthly goal will have been reached, our earthly mission attained. What does that mean? It means that human beings were at one time born, not of flesh and earth, but of air and water and that they must later be truly re-born in the Spirit, of air and water.

In the linguistic usage of those epochs in which the Gospels were written, (which we should also study), “Water” was called water; but “Pneuma,” which is now used for “Spirit,” was then called “Air.” It had at one time exactly that meaning. The word “Pneuma” should be translated “Air” or “Vapour,” otherwise a misunderstanding arises. Thus we should interpret the words in the conversation with Nicodemus in the following manner: “Verily, verily, I say unto thee, except a man be born of water and air he cannot enter into the Kingdom of Heaven.”

The Christ is pointing to a future condition into which the human being will develop, therefore in this conversation we have before us a deep mystery of our evolution. We have only to understand the words correctly and employ them in the manner Anthroposophy can teach us. In the common language of every day, we still have remains of this former usage, when volatile substances are spoken of as spirit. Originally the word “Pneuma” meant air. You can see that it is very important for words to be understood in a very accurate and exact sense and to be carefully weighed. Then out of this very literal meaning arises the most wonderful spiritual interpretation.

Now let us try for a little while to direct our spiritual glance toward another fact of evolution. Let us once more look back to the time when the human astral body with the ego was immersed in the matrix of a common divine astral substance. As you follow this evolutionary course, you find that development took place in such a way that it is possible to describe it schematically. In the beginning, your whole astral being was embedded in the common astral substance and through the processes which we have just described, the physical and etheric enclosed it like surrounding shells. Thus individual human beings became separated from the general astral substance as detached parts. It was as though you had a fluid substance here before you and were dipping out parts of it. The detachment of the individual human consciousness from the divine consciousness runs parallel with the formation of the physical body. Thus we may say that the further we progress, the more we see how the separate individual human beings enclosed in the shell of the physical body, develop themselves as parts which are severed from the common astrality. It is true, the human being had to pay for this becoming independent by the darkening of his astral consciousness. Therefore he looked out from the sheath of his physical body and beheld the physical plane. The ancient clairvoyant consciousness, however, gradually disappeared.

Thus we see coming into existence the human inner being, an independent individual human inner being which is the bearer of the ego. When you observe the sleeping human being of the present, you have before you in the physical and ether bodies, which have remained behind in bed, what these sheaths, formed during the course of the ages, have produced through condensation. What had previously separated from the common astral substance returns to it each night in order to receive strength from it. Of course it does not enter so deeply into this divine substance as it did at that time, otherwise it would be clairvoyant. It retains its independence. This, then, is the independent individuality that came into existence in the course of evolution.

It may be asked, to what is this independent individual human being indebted for its very existence, this inner being that seeks its strength outside the physical and ether bodies? It is indebted to the physical and ether human bodies which were gradually formed in the course of evolution. They gave birth to that which dipped down into the physical senses and looked out into the physical world during the day, but which at night sank down into a state of unconsciousness, because it had severed itself from that condition in which it previously existed. In occult language, the part remaining in bed is called the real earth-man. That was “man.” And that part in which the ego remained day and night, that part born out of the physical and ether bodies was called the “child of man” or the “son of man.” The “son of man” is the ego and astral body, born out of the physical and ether bodies in the course of earthly evolution. The technical expression for this is the “son of man.”

Then comes the question, for what purpose did Christ Jesus come to earth; what was imparted to the earth through His Impulse? The “son of man” who had severed himself from existence in the bosom of the Godhead and had broken away from his earlier connections, and in place of which developed a physical consciousness will come again to a consciousness of the spirit through the force of the Christ Who appeared upon the earth. He will not only perceive in his physical environment with physical senses, but by means of the force of his own inner being of which he is now unconscious, a consciousness of his divine existence will flash up within him. Through the force of the Christ Who came upon the earth, the son of man will again be raised to his divine estate. Previously, after the manner of the ancient Mystery initiation, only chosen individuals could perceive the divine-spiritual world. In ancient times there was a technical expression for this. Those who could look into the divine-spiritual world and could become witnesses of it were called “serpents.” Those men of ancient times who were initiated into the Mysteries in this way were “serpents.” The “serpents” were the forerunners of the deed of Christ Jesus. Moses showed his mission by lifting up before his people the symbol of the elevation of those who could perceive in the spiritual worlds; he lifted up the serpent. What these chosen few had then become, now every “son of man” could attain through the force of the Christ present upon the earth. This the Christ expresses in his further conversation with Nicodemus when He says:—“Just as once upon a time Moses lifted up the serpent, even so will the son of man be lifted up.” Throughout, Christ Jesus made use of the technical expressions of that age. First the literal sense of the expressions must be discovered, then the true meaning can be understood; this is also identical with the Anthroposophical teaching. Therefore, in ancient times only a prophecy of the “I AM” teaching could gain a footing. Only on the outer authority of the initiated could the people hear something of the power of the “I AM” which should be enkindled in every “son of man.” But we are quite sufficiently informed about this.

We have seen what the “I AM” signifies in the Gospel of St. John and can ask whether this “I AM” in the course of time has been imparted to humanity. Has it been gradually proclaimed? Did the Old Testament prophetically point to and prepare for what was brought to mankind as an impulse through the descent of the incarnated “I AM?”

Please remember that all that occurs in the course of the ages has been slowly and gradually prepared before-hand. Like the child in the mother's womb, all that was brought by Jesus-Christ had been slowly matured in the followers of the Old Testament through the ancient Mysteries. On the other hand what had been prepared in the followers of the Old Testament among the ancient Jewish peoples had grown to maturity among the ancient Egyptians. Among them were highly developed initiates who knew what was to come upon the earth. We shall now learn how the Egyptians, who were the third sub-race of the post-Atlantean root-race, developed by degrees the complete impulse of the “I AM,” and how they furnished, like the mother's womb, the outer structure for this “I AM,” but did not go far enough to give birth to the Christ Principle. Then we shall learn how at last the ancient Hebrew peoples separated from them.

Moses is represented to us as one chosen from among the people of Egypt to become the prophet of God, of the incarnated “I AM.” He prophesied the coming of the “I AM” to those who could understand something of It. He announced that for the words, “I and Father Abraham are one,” will be substituted these other words, “I and the Father are one,” which means, I and the spiritual foundation of the World are directly one. The followers of the Old Testament looked up to the folk group-soul in its plurality and in this group-soul, each individual felt sheltered as though within the Divine. Through Moses, an initiate of the old order, it was prophesied that the Christ would come; in other words, that there is a divine principle which is higher than the blood-principle flowing down through the generations. It is true, God has been active in the blood since the time of Abraham, but this blood-father is only the outer manifestation of the spiritual Father.

Moses said unto God, Who am I that I should go unto Pharaoh, and that I should bring forth the children of Israel out of Egypt?

He said, I will be with thee: and this shall be a sign that I have sent thee: When thou hast brought forth my people out of Egypt, ye shall serve God upon this mountain.

And Moses said unto God: Behold, when I come unto the children of Israel, and shall say unto them: The God of your fathers hath sent me unto you, and they say unto me: What is his name? What shall I say unto them?

He had to announce prophetically a more exalted God, Who exists within the God of Father Abraham, but Who is at the same time a higher Principle. What is His name?

And God said unto Moses, I am the “I AM!”

Here is foretold the profound truth about the Word which later appeared incarnate in Christ-Jesus.

And he said: Thus shalt thou say unto the children of Israel: the “I AM” hath taught it to me.

This is the literal wording. In other words, this means that the “name,” that name which is the basis of the blood-name, is the “I AM”—and this “I AM” appears incarnate in the Christ of the Gospel of St. John.

And God said further unto Moses, Thus thou shalt say unto the children of Israel, the Lord, God of your fathers, the God of Abraham, the God of Isaac, the God of Jacob hath sent me unto you.

What has been seen only externally streaming through the blood, is in its deeper meaning, the “I AM.”

Thus was proclaimed what was later to enter the world through Christ-Jesus. We hear the name of the Logos, we hear Him at that time calling to Moses, “I am the I AM!” The Logos proclaims His name, that part of Himself which can be comprehended through the understanding, through the intellect. What is here proclaimed appears in the flesh as the Logos, is incarnated in Christ-Jesus.

Now let us consider the external sign of the flowing down of the Logos into the Israelitish people, as far as this can be grasped abstractly in thought. This outer sign is the “Manna” of the Wilderness. The word “Manna” is, in fact, (those who understand Spiritual Science know this) the same as “Manas”¹, the “Spirit-Self.” Thus there streams into that people which has by degrees acquired an I-consciousness, the first trace of the Spirit-Self. However that which lives and appears in Manas itself must be called by another name. It is not something that can be simply known, but it is a force which can be taken into oneself. When the Logos simply proclaimed His name, it could be understood and grasped with the intellect. But when the Logos became flesh and appeared among men, then it became a Force-Impulse which is not only a teaching and a concept, but exists in the world as a Force-Impulse in which humanity can participate. He then calls Himself no longer “Manna,” but the “Bread of Life,” which is the technical expression for Budhi or Life-Spirit.

The water transformed by the spirit, which was offered in symbolic form to the Samaritan woman, and the “Bread of Life” are the first heraldings of the influx of Budhi or Life-Spirit into mankind. Tomorrow we shall continue this discussion.

• 1. Note by translator. Dr. Steiner was giving these lectures to Theosophists who were familiar with the oriental terminology. By degrees he dropped this as the students became familiar with his own new occidental terms.

I consider it a particular honor to be able to speak to you about the relationship of my work in spiritual science to your pedagogical work. You will allow me to make two introductory remarks. The first is that I will, of course, need to clothe my thoughts in apparently theoretical words and ideas, since to discuss points of view, we need words. However, I expressly note that I do not speak theoretically. I would not even speak about today’s topic if I did not direct a portion of my activity toward the practical, particularly concerning educational methods and their effectiveness. Thus, what I wish to bring to you today comes directly from practice.

The second thing I would like to say is that at present spiritual science is extremely controversial. I therefore can quite understand (especially because I represent spiritual science) that there may be many objections today because its methods are, in many cases, foreign to modern points of view. Perhaps we can help make spiritual science more understandable through the way we introduce it and attempt to make it a true living force in such an important practical area as education.

Can we name any areas of life that are unaffected by pedagogical activities and interests? At an age when children can develop themselves into everything possible, we entrust them to those who act as teachers. Teachers can provide what humanity needs only through the warmest participation in the totality of human life. When I speak about the special topic of spiritual science and pedagogy, I do this because, particularly now, the science of the spirit should become an active part of life. Spiritual science should be present to reunite the separate human cultural interests that have been driven apart in the last centuries, particularly in the nineteenth century. Through spiritual science, through a concrete point of view, we can unite the specialties without becoming paralyzed by the requirements of specialization. Today, there is also a very important reason to think about the relationship of spiritual science to pedagogy: education has influenced all human thinking and activity, including modern science and its great achievements.

More than people know, the scientific way of thinking that has led to such glorious results in science has won influence over everything we do, particularly over what we do in education. Although I am unable to develop the foundations of spiritual science here, I wish to take note of one thing, namely, the relationship of the scientific method to life.

Think, for example, about the human eye, this marvel through which we experience the outside world in a particular realm of the senses. The eye, this marvelous organ, is constructed so as to see the world and at the same time (I speak comparatively) always to forget itself in this seeing. In a sense, when we really want to investigate this instrument of external vision, we must completely reverse the standpoint of observation that modern science can only approximate. While seeing, we cannot at the same time look back at the essence of our eyes. We can use this picture to relate the scientific method to life. In modern times we have carefully and conscientiously developed the scientific method so that it gives the different sciences an objective picture of the external world. In doing this, we have formed a basic mood of soul such that we forget the human self in the scientific observation of the world, such that we forget everything directly connected with human life. Thus, it has come about that the more we develop in a modern scientific sense, the less we can use this science to see what is human.

The desire of spiritual science to bring about that reversal of observation that again turns to human beings arises from an understanding of science that goes beyond the understanding conventional science has of itself. This reversal can only occur when people go through those stages of soul life that I have described in How 7o Know Higher Worlds, and in an abbreviated form have indicated in the second part of An Outline of Occult Science.These are the processes that really carry this life of the human soul beyond normal life, and beyond the normal scientific world.

To come to such a manner of looking at things, you must have what I would like to call intellectual modesty. In a recent public lecture here, I gave a picture of what is necessary. Suppose, for example, we observe a five-year-old child. Suppose we put a book of Goethe’s lyrical poetry in the hands of a fiveyear-old child. This book of Goethe’s poems contains a whole world. The child will take the book in hand and play around with it, but will not perceive anything that actually speaks to people from this volume. However, we can develop the child, that is, we can develop the soul powers sleeping in the child, so that in ten or twelve years the child can really take from the volume what it contains. We need this attitude if we are to find our way to the science of the spirit. We must be able to say to ourselves that even the most careful education of our intellect, of our methods of observation and experimentation, brings us only so far. From there on, we can take over our own development. From that stage on, we can develop the previously sleeping forces ourselves. Then we will become aware that previously we stood in the same relationship to the external nature of our spirit-soul being, particularly the essence of our humanity, as the five-year-old child to the volume of Goethe's lyrical poetry. In essence and in principle, everything depends upon a decision for intellectual modesty, so that we can find our way to the science of the spirit.

We achieve the capacity to really observe ourselves, to observe the human being, when we practice specific thinking, feeling and willing exercises developed to make thinking independent, to train the will, when we become increasingly independent from physical willing and thinking. If we can observe the human being, then we can also observe what is so extremely important, the developing human. Today, there is certainly much talk about the spirit, talk about independent thinking. The science of the spirit cannot agree with this talk for a simple reason. Spiritual science develops inner spiritual techniques to grasp and understand concrete spirituality, not the spirit about which people speak nebulously as forming the basis of things and people. Spiritual science must go into detail concerning the essence of the human being.

Today, we want to speak about the essence of the developing human. I would say that people speak quite abstractly about human individuality and its development. However, they are quite correctly conscious that the teacher especially needs to take the development of this human individuality into account. I only wish to point out that insightful teachers are very clear about how little our modern science of education is able to identify the orderly stages of human development. I would like to give two examples. The oft-mentioned Viennese educator Theodor Vogt represented the reformed Herbartian school of thought. He said that we are not advanced enough in our understanding of human history to derive a view of child development from human historical development in the same way biologists derive the individual human embryonic development from the development of the species. The pedagogue Rein repeated this point of view. It culminates in accepting that today we do not have research methods of any sort that could identify the basis of human development. The development of such capacities as those I have just cursorily mentioned (you can read more in my books) enables us to approach the riddle that meets us so wonderfully when we observe how, from birth onward, an inner human force increasingly appears in every gesture. In particular, we can see how it manifests through speech, through the relationships of people with their surroundings, and so forth. Usually people observe the different manifestations of human life much too superficially, both physiologically and biologically. People do not form a picture of the whole human being in which the body, soul and spirit intertwiningly affect one another. If you wish to teach and educate children as they need, you must form such a picture.

Now those who, strengthened by spiritual scientific methods, observe the developing child will find an important developmental juncture at approximately the time of the change of teeth, around six or seven years of age. There is an oft-quoted saying that nature makes no leaps. To a certain degree, this is quite correct. However, all such views are basically one-sided. You can see their correctness only if you recognize their one-sidedness, for nature continuously makes leaps. Think about a growing plant, to name only one example. Fine. You can use this saying, nature makes no leaps. However, in the sense of Goethe’s law of metamorphosis, we must say that, despite the fact that the green leaf is the same as the colorful flower petal, nature does make a leap from the leaf to the colorful petal, and yet another leap from the petal to the stamen, and another quite special leap to the fruit. We do not get along well in life if we abstractly adopt the point of view that nature, or life in general, does not make leaps. And this is particularly true with people. Human life flows along without leaps, but in this other sense, there are such leaps everywhere.

Around the age of six or seven there is a particularly important turning point that has far-reaching consequences for human structure and function. Modern physiology does not yet have a correct picture of this. Something also occurs in people in the spirit-soul realm. Until this time, human beings are fundamentally imitative beings. The constitution of their body and soul is such that they totally devote themselves to their surroundings. They feel their way into the surroundings. They develop themselves from the center of their will so that they mold the force lines and force rays of their will exactly to what occurs in their surroundings. More important than everything that we can bring to the child through reprimanding words, through preaching in this stage, is the way in which we ourselves behave in the presence of the child. Since the intangibles of life act much more strongly than what we can clearly observe on the surface, we must say that what the child imitates does not depend only upon the observable behavior of people. In every tone of speech, in every gesture that we as teachers use in the presence of the child during this stage, lies something to which the child adapts itself. As human beings we are much more than we know by the external reflection of our thoughts. In life we pay little attention to how we move a hand, but the way we move a hand is the faithful reflection of the whole state of our souls, the whole reflection of our inner mood. As adults with developed soul lives we pay little attention to the connection between the way we step forward with our legs, the way we gesture with our hands, the expressions on our faces, and the will and feeling impulses that lie in our souls. The child, however, lives into these intangibles. We do not exaggerate when we say that those in the young child’s surroundings who inwardly strive to be good, to be moral, who in their thinking and feeling consciously intend to do the child no wrong, even in what is not spoken—such people affect the child in the strongest possible manner through the intangibles of life.

In this connection we must pay attention to what, if I may express myself so, actually lies between the lines of life. In that we slowly find ourselves caught in the web of a more materialistic life, particularly in relation to the intimacies of existence, we become accustomed to paying relatively little attention to such things. Only when we value such things again will a certain impulse enter pedagogy, an impulse particularly necessary in a time that refers to itself as social, as a socially minded period.

You see, people cannot correctly value certain experiences if they do not take into account observations of the spirit-soul nature that is the foundation of human beings. I am speaking to you about everyday events. A despairing father comes, for example, and says, “What shall I do? My child has stolen something!” We can, of course, understand how a father can despair about such things. But, now we attempt to understand the situation better. We can say, “Yes, but what were the complete circumstances?” The child simply took some money from the drawer. What did the child do with the money? The child bought something for a friend, candy, for instance. So, the child did not steal for selfish reasons. Thus, we might possibly say the child did not steal at all. There can be no talk about the child having stolen. Every day the child has seen that Mother goes to the drawer and takes money out. The child has seen that as something normal and has only imitated. This is something that has resulted from the forces that are the most important at this stage, imitation and mimicking. If you direct the child properly in this sense, if you know how to properly direct the child’s attention, then this attention will be brought to all sorts of things that will have an important influence at this stage.

We must be quite conscious that reprimands and preaching at this stage do not help. Only what affects the will can help. This human characteristic exists until the moment when the remarkable physiological conclusion of childhood occurs, when “hardening” makes its final push and the permanent teeth crystallize out of the human organism. It is extremely interesting to use spiritual scientific methods to look at what lies at the basis of the developing organism, what forms the conclusion, the change of teeth. However, it is more important to follow what I have just described, the parallel spirit-soul development that arises completely from imitation.

Around the age of seven, a clear change in the spirit-soul constitution of the child begins. We could say that at this age the capacity to react to something quite differently than before emerges. Previously, the child’s eye was intent upon imitating, the child’s ear was intent upon imitating. Now the child begins to concentrate upon what adults radiate as opinion, as points of view. The child transforms its desire to imitate into devotion to authority. 1 know how unpleasant it is for many modern people when we make authority an important factor in education. However, if we wish to represent the facts openly and seriously, programs and slogans cannot direct us. Only empirical facts, only experience can be our guides. We need to see what it means when children have been guided by a teacher they can look up to because this teacher is a natural authority for them. That the developing human can take something into its thoughts, can live into something, because the respected adult has these thoughts and feelings, because there is a “growing together” between the developing being and the adult being, is of great importance in the development of the child. You can know what it means for the whole later life of the child only when you (I want to say this explicitly) have had the luck of having been able to devote yourself to a natural authority in the time between the transformation at around six or seven years of age and the last great transformation around the time of puberty, at about fourteen or fifteen years of age.

The main thing is not to become mired in such abstractions, but instead to enter into this very important stage of life that begins around the age of six or seven years and concludes with puberty. At this age the child, having been properly raised or spoiled through imitation, is turned over to the school by the parents. The most important things for the child’s life occur in this period. This is quite true if we keep in mind that not only each year, but each month, the teacher must carefully discover the real essence of developing children. This discovery must be not only general, but as far as possible in large classes, the teacher should also carefully consider each individual child. After the child enters school, we see the residual effects of the desire to imitate alongside the beginning devotion to authority until around the age of nine (these things are all only approximate, of course). If we can properly observe the interaction of these two basic forces in the growing child, then the living result of this observation forms the proper basis not only for the teaching method, but also for the curriculum.

Excuse me if I interject a personal remark, but I encountered this very question when the Waldorf School was formed this year. Through the understanding accommodation of our friend Emil Molt and the Waldorf-Astoria firm in Stuttgart, we were able to bring a complete unified elementary school to life. We were able to bring to life a school that, in its teaching methods and in the ordering of its curriculum, is to result entirely from what the science of the spirit can say about education. In September of this year it was my pleasure to hold a seminar for the faculty I assembled for this school. All of these questions came to me in a form very fitting to our times. What I want to talk to you about now is essentially an extract of everything given to the faculty during that seminar. These teachers are to guide this truly unified elementary school according to the needs of spiritual science and contemporary society.¹

We concerned ourselves not only with teaching methods, but particularly with creating the curriculum and teaching goals from a living observation of growing children. If we look at the growing child, we will find that after the age of six or seven much still comes from that particular kind of will that alone makes the child’s desire to imitate possible to the degree I described previously. It is the will that forms the basis of this desire to imitate, not the intellect. In principle, the intellect develops from the will much later. That intimate bond between one human being, the adult teacher, and another human being, the growing child, is expressed in a relationship between will and will. Thus, we can best reach the child in these first elementary school years when we are able to properly affect the will.

How can we best affect the will? We cannot affect the will if during these years we emphasize outer appearances too strongly, if we turn the child’s attention too strongly to material life. It turns out that we come particularly close to the will if in these first years we allow education to be permeated by a certain aesthetic artistry. We can really begin from this aesthetic artistry. We cannot, for example, begin with that teaching of reading and writing that does not arise from the proper connection between what we teach and the powers that come from the core of the child’s soul. The letters and characters used in reading and writing consist of something quite removed from life. You need only look back at earlier characters (not those of primitive peoples, but, for example, those of the highly developed Egyptian culture) to see that writing was still quite artistically formed. In the course of time, this has been lost. Our characters have become conventions. On the other hand, we can go back to the direct primary relationship that people once had to what has become writing. In other words, instead of giving abstract instruction in writing, we can begin to teach writing through drawing. We should not, however, teach through just any drawings, but through the real artistic feeling in people that we can later transform into artistically formed abstract characters for the growing child. Thus, you would begin with a kind of “written drawing” or “drawn writing,” and extend that by bringing the child true elements of the visual arts of painting and sculpture.

Psychologists who are genuinely concerned with the life of the soul know that what we bring to the child in this way does not reach simply the head, it reaches the whole person. What is of an intellectual color, what we permeate only with intellect, and particularly with convention, like the normal letters of reading and writing, reaches only the head. If we surround the instruction of these things with an artistic element, then we reach the whole person. Thus, a future pedagogy will attempt first to derive the intellectual element and the illustrative material from the artistic.

We can best take into account the interaction of the principles of authority and imitation if we approach the child artistically. Something of the imitative lies in the artistic. There is also something in the artistic that goes directly from subjective person to subjective person. What should act artistically must go through the subjectivity of people. As people with our own inner essence, we face the child quite differently when what we are to bring acquires an artistic form. In that way, we first pour our substance into what must naturally appear as authority. This enables us not to appear as a simple copy of conventional culture and the like, but humanly brings us closer to the child. Under the influence of this artistic education, the child will live into a recognition of the authority of the teacher as a matter of course.

At the same time, this indicates that spirit must prevail since we can teach in this way only when we allow what we have to convey to be permeated by spirit. This indicates that spirit must prevail in the entire manner of instruction, that we must live in what we have to convey. Here again I come to something that belongs to the intangibles of teaching life. People so easily believe that when they face the child they appear as the knowing, superior person before the simple, naive child. This can have very important consequences for teaching. I will show this with a specific example I have used in another connection in my lectures. Suppose I want to convey the concept of the immortality of the soul to a child. Conforming myself to the child’s mood of soul, I give the example by presenting a picture. I describe a cocoon and a butterfly creeping from it in a very pictorial way. Now, I make clear to the child, “In the same way that the butterfly rests in this cocoon, invisible to the eye, your immortal soul rests in your body. Just as the butterfly leaves the cocoon, in the same way, when you go through the gates of death, your immortal soul leaves your body and rises to a world that is just as different as the butterfly’s.”

Well, we can do that, of course. We think out such a picture with our intellect. However, when we bring this to the child, as “reasonable” people we do not easily believe it ourselves. This affects everything in teaching. One of the intangibles of education is that, through unknown forces working between the soul of the child and the soul of the teacher, the child accepts only what I, myself, believe.

Spiritual science guides us so that the picture I just described is not simply a clever intellectual creation.We can recognize that the divine powers of creation put this picture into nature. It is there not to symbolize arbitrarily the immortality of the soul in people, but because at a lower level the same thing occurs that occurs when the immortal soul leaves the body. We can bring ourselves to believe in the direct content of this picture as much as we want, or better, as much as we should want the child to believe it. When the powers of belief prevail in the soul of the teacher, then the teacher affects the child properly. Then the effectiveness of authority does not have a disadvantage, but instead becomes a major, an important, advantage.

When we mention such things, we must always note that human life is a whole. What we plant into the human life of a child often first appears after many, many years as a fitness for life, or as a conviction in life. We take so little note of this because it emerges transformed. Let us assume we succeed in arousing a quite necessary feeling capacity in a child, namely the ability to honor. Let us assume we succeed in developing in the child a feeling for what we can honor as divine in the world, a feeling of awe. Those who have learned to see life’s connections know that this feeling of awe later reappears transformed, metamorphosed. We need only recognize it again in its transformed appearance as an inner soul force that can affect other people in a healthy, in a blessed, manner. Adults who have not learned to pray as children will not have the powers of soul that can convey to children or younger people a blessing in their reprimands or facial expressions. What we received as the effect of grace during childhood transforms itself through various, largely unnoticed, phases. In the more mature stages of life it becomes something that can give forth blessing.

All kinds of forces transform themselves in this way. If we do not pay attention to these connections, if, in the art of teaching, we do not bring out the whole, wide, spiritually enlightened view of life, then education will not achieve what it should achieve. Namely, it will not be able to work with human developmental forces, but will work against them.

When people have reached approximately nine years of age, they enter a new stage that is not quite so clearly marked as the one around the age of seven years. It is, however, still quite clear. The aftereffects of the desire to imitate slowly subside, and something occurs in the growing child that, if we want to see it, can be quite closely observed. Children enter into a specific relationship to their own I. Of course, what we could call the soul relationship to the I occurs much earlier. It occurs in each persons life at the earliest moment he or she can remember. This is approximately the time when the child goes from saying, “Johnny wants this,” “Mary wants this,” to saying “I want this.” Later, people remember back to this moment. Earlier events normally completely disappear from memory. This is when the ensouled I enters the human being. However, it has not completely entered spiritually. We see what enters the human soul constitution spiritually as the experiencing of the I that occurs in the child approximately between nine and ten years of age. People who are observers of the soul have at times mentioned this important moment in human life. Jean Paul once so beautifully said that he could remember it quite exactly. As a young boy, he was standing before a barn in the courtyard of his parents’ home, so clearly could he recall it. There, the consciousness of his I awoke in him. He would never forget, so he told, how he looked through the veil at the holy of holies of the human soul.

Such a change occurs around the age of nine, in one case clearly, in another case less clearly. This moment is extremely important for the teacher. If you have previously been able to arouse in the growing child feelings tending in those directions of the will called religious or moral that you can bring forth through all your teaching, then you need only be a good observer of children to allow your authority to be effective when this stage appears. When you can observe that what you have previously prepared in the way of religious sensitivities is solidly in place and comes alive, you can meet the child with your authority.

This is the time that determines whether people can honestly and truly look from their innermost depths to something that divinely courses through the spirit and soul of the world and human life. At this point, those who can place themselves into human life through a spiritual point of view will, as teachers, be intuitively led to find the right words and the right behavior. In truth, education is something artistic. We must approach children not with a standardized pedagogy, but with an artistic pedagogy. In the same way that artists must be in control of their materials, must understand them exactly and intimately, those who work from the spiritual point of view must know the symptoms that arise around the age of nine. This is the time when people deepen their inner consciousness so that their Iconsciousness becomes spiritual, whereas previously it was soulful. Then the teacher will be able to change to an objective observation of things, whereas previously the child required a connection to human subjectivity. You will know, when you can correctly judge this moment, that prior to this you should, for example, speak to children about scientific things, about things that occur in nature, by clothing them in tales, in fables, in parables. You will know that all natural objects are to be treated as having, in a sense, human characteristics. In short, you will know that you do not separate people from their natural surroundings. At that moment around the age of nine when the I awakens, human beings separate themselves from the natural environment and become mature enough to objectively compare the relationships of natural occurrences. Thus, we should not begin to objectively describe nature before this moment in the child’s life. It is more important that we develop a sense, a spiritual instinct, for this important change.

Another such change occurs around eleven or twelve years of age. While the child is still completely under the influence of authority, something begins to shine into life that is fully formed only after sexual maturity. The child’s developing capacity to judge begins to shine in at this time. Thus, as teachers we work so that we appeal to the child’s capacity for judgment, and we allow the principle of authority to recede into the background. After about twelve years of age, the child’s developing capacity for judgment already plays a role. If we correctly see the changing condition of the child’s soul constitution, then we can also see that the child develops new interests. The child previously had the greatest interest, for example, in what we (of course, in a manner understandable to a child) brought in describing natural sciences. Only after this change, around eleven or twelve years of age, does this interest (I understand exactly the importance of what I say) develop into a true possibility of understanding physical phenomena, of understanding even the simplest physical concepts.

There can be no real pedagogical art without the observation of these basic underlying rhythms of human life. This art of education requires that we fit it exactly to what develops in a human being. We should derive what we call the curriculum and educational goals from that. What we teach and how we teach should flow from an understanding of human beings. However, we cannot gain this understanding of human beings if we are not able to turn our view of the world to seeing the spiritual that forms the basis of sensible facts. Then it will become clear to us that the intangibles that I have already mentioned really play a role, particularly in the pedagogical art.

Today, where our pedagogical art has developed more from the underlying scientific point of view, we place much value upon so-called visual aids (this is the case, although we are seldom conscious of it).² I would ask you not to understand the things I say as though I want to be polemic, as though I want to preach or derogatorily criticize. This is not at all the case. I only wish to characterize the role that the science of the spirit can have in the formation of a pedagogical art. That we emphasize visual aids beyond their bounds is only a result of the common way of thinking that has developed from a scientific point of view, from scientific methods. However (I will say this expressly), regardless of how justified it is to present illustrative materials at the proper time and with the proper subjects, it is just as important to ask if everything we should convey to the child can be conveyed by demonstration. We must ask if there are no other ways in which we can bring things from the soul of the teacher to the soul of the child. We must certainly mention that there are other ways. I have, in fact, mentioned the all-encompassing principle of authority that is active from the change of teeth until puberty. The child accepts the teacher’s opinion and feeling because they live in the teacher. There must be something in the way the teacher meets the child that acts as an intangible. There must be something that really flows from an all-encompassing understanding of life and from the interest in an all-encompassing understanding of life. I have characterized it by saying that what we impart to children often reveals itself in a metamorphosed form only in the adult, or even in old age.

For example, there is one thing people often do not observe because it goes beyond the boundaries of visual aids. You can reduce what you visually present the child down to the level the child can comprehend. You can reduce it to only what the child can comprehend, or at least what you believe the child can comprehend. Those who carry this to an extreme do not notice an important rule of life, namely, that it is a source of power and strength in life if you can reach a point, for example at the age of thirty-five, when you say to yourself that as a child you learned something once from your teacher, from the person who educated you. You took it into your memory and you remembered it. Why did you remember it? Because you loved the teacher as an authority, because the essence of the teacher so stood before you that it was clear to you when that teacher truly believed something, you must learn it. This is something you did instinctively. Now you have realized something, now that you are mature. You understand it in the way I have described it—"I learned something that I learned because of a love for an authority. Now the strength of maturity arises through which I can recall it again, and I can recognize it in a new sense. Only now do I understand it.”

Those who laugh at such a source of strength have no interest in real human life, they do not know that human life is a unity, that everything is connected. Thus, they cannot value what it means to go beyond normal visual aids, which are completely justifiable within their boundaries. Such people cannot value the need for their teaching to sink deeply into the child’s soul so that at each new level of maturity it will always return. Why do we meet so many inwardly broken people these days? Why do our hearts bleed when we look at the broad areas in need of such tremendous undertakings, while people nonetheless wander around aimlessly? Because no one has attended to developing in growing children those capacities that later in life become a pillar of strength to enable them really to enter into life.

These are the things that we must thoroughly consider when we change from simple conventional pedagogical science to a true art of education. In order for pedagogy to be general for humanity, teachers must practice it as an individual and personal art. We must have insight into certain inner connections if we want to understand clearly what people often say instinctively but without clear understanding. Today, with some justification, people demand that we should not only educate the intellect. They say it is not so important that growing children receive knowledge or understanding. What is important is that they become industrious people, that the element of will be formed, that real dexterity be developed, and so forth. Certainly, such demands are quite justifiable. What we need to realize though, is that we cannot meet such demands with general pedagogical phrases or standards; we can only meet them when we really enter into the concrete details of human developmental stages. We must know that it is the artistic aesthetic factor that fires the will, and we must be able to bring this artistic aesthetic factor to the will. We must not simply seek an external gateway to the will. That is what we would seek if we sought out people only through physiology and biology. That is what we would seek if we were not to seek them through the spiritual element that expresses itself in their being and expresses itself distinctly, particularly in childhood. There is much to be ensouled, to be spiritualized.

In our Waldorf School in Stuttgart, we have attempted for the first time to create something from what is usually based only upon the physiological, at least in its inner strength and its methods. Namely, we have attempted to transform gymnastics into the art of eurythmy. Almost every Saturday and Sunday in Dornach you can see a eurythmy performance. Eurythmy is an art form in which we use the human organism, with its possibilities for inner movement, as an instrument. What you see as an art form also has the possibility of ensouling and spiritualizing human movements that otherwise occur only in gymnastics.

Thus, people not only do what may affect this or that muscle, they also do what naturally flows from this or that feeling of the soul into the movement of the muscles, into the movement of the limbs.

Because it is based upon a spiritual scientific vitalization of life, we are convinced eurythmy will be significant for both pedagogy and healing. We are seeking the necessary healthy relationship between inner experiencing, feeling and expression of soul, and what we can develop in people as movement. We seek to develop these natural connections. We seek through the recognition of the ensouled and spiritualized human being what people usually seek only through physiology or other external facts. We can also affect the will not only when we apply the most common of arts to the principles of teaching in the early elementary school years. We can equally affect the will in a very special way when we allow soul-spirituality to permeate something also thought to cultivate the will, namely, gymnastics. However, we must recognize soul-spirituality in its concrete possibility of effectiveness, in its concrete form.

Thus, we must recognize the connections between two capacities of the human soul. Modern psychology cannot see this because it is not permeated by spiritual science. If we can look objectively at that important moment that I have described as occurring around nine years of age, we will see, on the one hand, that something important happens that is connected with the feeling capacity, the feeling life of the child. People look inwardly. Quite different feeling nuances occur. In a certain sense, the inner life of the soul becomes more independent from external nature in its feeling nuances. On the other hand, something else occurs that we can see only through a truly intimate observation of the soul. Namely, we learn because we still have what we might call an organically developed memory. Jean Paul noticed this and expressed it brilliantly when he said that we certainly learn more in the first three years of our life than in three years at the university. This is so because memory still works organically. We certainly learn more for living. However, around the age of nine a particular relationship forms between the life of feeling and the life of memory that plays more into conscious life.

We need only to see such things. If we cannot see them, then we think they are not there. If you can really see this intimate relationship between the life of feeling and memory, then you will find, if you pay attention, the proper standpoint from which to appeal to memory in your teaching. You should not appeal to memory any differently than you appeal to feeling. You will find the proper nuances, particularly for teaching history, for everything you have to say about history, if you know that you must permeate your presentation of what you want the children to remember with something that plays into their independent feelings. You will also be able to properly order the teaching of history in the curriculum if you know these connections. In this way, you can also gain a proper point of view about what the children should generally remember. You will be able to affect the feeling to the same extent you intend to affect the memory, in the same way you previously affected the will through artistic activity. Slowly, you will gain the possibility, following this stage of life, of allowing will and feeling to affect the intellect. If, in education, we do not develop the intellect in the proper way out of will and feeling, then we work in a manner opposing human developmental forces, rather than supporting them.

You can see that this whole lecture revolves around the relationship of spiritual science to pedagogical art, and how important it is to use spiritual science to provide a true understanding of human beings. In this way we obtain something from spiritual science that enters our will in the same way that artistic talents enter the human will. In this way we can remove ourselves from a pedagogy that is simply a science of convention, that always tells us to teach in this or that manner, according to some rules. We can transplant into the essence of our humanity what we must have in our will, the spiritual permeation of the will, so that from our will we can affect the developmental capacities of the growing child. In this manner, a truly effective understanding of human beings should support education in the spiritual scientific sense. The developing human thus becomes a divine riddle for us, a divine riddle that we wish to solve at every hour. If, with our art of teaching, we so place ourselves in the service of humanity, then we serve this life from our great interest in life.

Here at the conclusion, I wish to mention again the standpoint from which I began. Teachers work with people at that stage of life when we are to implant all the possibilities of life into human nature and, at the same time, to bring them forth from human nature. Then they can play a role in the whole remainder of human life and existence. For this reason we can say there is no area of life that should not, in some way or another, affect the teacher. However, only those who learn to understand life from a spiritual standpoint really understand life. To use Goethe’s expression, only those who can form life spiritually will be able to form life at all. It seems to me that the most necessary thing to achieve now is the shaping of life through a pedagogy practiced more and more in conformity with the spirit. Allow me to emphasize again that what I have said today was not said to be critical, to preach. I said it because, in my modest opinion, the science of the spirit and the understanding that can be gained through it, particularly about the essence of humanity, and thus about the essence of the growing child, can serve the art of education, can provide new sources of strength for the pedagogical art.

This is the goal of spiritual science. It does not desire to be something foreign and distant from this world. It desires to be a leaven that can permeate all the capacities and tasks of life. It is with this attitude that I attempt to speak from spiritual science about the various areas of life and attempt to affect them. Also, do not attribute to arrogance what I have said today about the relationship of spiritual science to pedagogy. Rather, attribute it to an attitude rooted in the conviction that, particularly now, we must learn much about the spirit if we are to be spiritually effective in life. Attribute it to an attitude that desires to work in an honest and upright manner in the differing areas of life, that wishes to work in the most magnificent, the most noble, the most important area of life—in the teaching and shaping of human beings.

Discussion Following the Lecture

W: The speaker says that he listened to Dr: Steiner’s explanation concerning pedagogy with great interest and that the same could be extended to art. He mentions Ferdinand Hodler’s words that what unites people is stronger than what divides them. He then continues—

What unites us all is just that spirituality of which Dr. Steiner has spoken. Modern art also seeks this spirituality again and will find it in spite of all opposition.

I would like to mention something else. We can follow the development of children through their pictures. We often see pictures that children have painted. These pictures tell us something, if we can understand them. I will relate an experience that L, as an art teacher, have had in teaching.

I had a class draw pictures of witches. Each child expressed in the picture of the witch the bad characteristic that he or she also had. Afterward, I discussed this with the class teacher, and he told me that what I saw in the pictures was completely correct. My judgment, based upon the pictures, was completely correct.

Now a short remark concerning the way we can view modern art, the way we must view it. I can show you by means of an example. In front of us we have a blackboard. I can view this blackboard with my intellect, which tells me that this blackboard has four corners with two pairs of parallel sides and a surface that is dark and somber. My feelings tell me something else. My feelings tell me that this black, hard angular form gives me the impression of something heavy, dark, harsh, disturbing. What I first think of in seeing this blackboard, what first comes to mind, is perhaps a coffin.

It is in this way that we must understand modern pictures, no longer through reasoning, but through feeling. What do I feel in this picture, and what thoughts come to mind? We must teach children not so much to see what is externally there, but more to feel.

X: I find myself speaking now due to an inner need. In particular, I wish to express my heartfelt thanks to the lecturer for his beautiful words and for the pictures, ideas and thoughts that he unrolled before our eyes. His words have affected me extremely positively because they come from ideas with which I have concerned myself time and again for many years.

I did not know what “spiritual science” meant. Now I see quite clearly that a close connection exists between spiritual science and pedagogy. This is now my complete conviction. His words have also quite positively affected me since he demonstrated a certain development throughout the complete presentation, the development we see in the Herbart-Ziller school to which the lecturer also made reference.

The lecturer also referred to certain stages of development in children, and this causes me to make a short remark.

He has described stages in such a way that I am convinced such stages really exist. We find that Herbart also defined such stages. Already in 1804 Herbart showed, in a very interesting work concerning aesthetic form in education, what should be, what must be really important in education. From this he created the theory of stages, which Ziller carried further. These stages were to a certain degree plausibly described by Vogt in Vienna.

However, reading about all these stages had still not convinced me of their reality, of their existence, as the lecturer, Dr. Steiner, did in speaking today. For that I wish to express particular thanks.

Now one thing more. You have certainly felt that everything depends upon one thing, upon something that surely must lie heavily upon our souls, including my own. Everything depends upon the personality of the teacher. This comes out quite clearly throughout the whole lecture, with warmth, depth and responsibility. Time and again it made me particularly happy that Dr. Steiner emphasized this with complete insight and certainty. Thus, he has also shown us what a great task and responsibility we have if we wish to continue in our profession as teachers. I am generally in complete agreement with all the pictures of life he has presented. You have spoken from what I myself have experienced, thought and felt for decades. I wish to again express my most heartfelt thanks to the lecturer for his remarks.

Y: The first speaker has already expressed to a large extent what I wanted to say about how we should live into the child through art.

Now, I would like to say something somewhat critical. Dr. Steiner said that we should replace gymnastics as we now have it in the school with eurythmy. I have seen some of the eurythmy performances and understand their intent. However, I do not believe that we may use eurythmy alone in the school. What does eurythmy develop? I think that all these dancing movements ignore the human upper body, the formation of muscles. However, it is precisely this that is important to working people, and most of our elementary school students will become working people. Through eurythmy we will produce undeveloped, weak muscles, weak chest muscles, weak back muscles. The leg muscles will be strongly developed, but not those of the upper arms. They will be undeveloped and weak. We see just this weakness already today in so-called girls gymnastics, where the tendency is already to lay too much value upon dancing. Where the strength of the upper arms is demanded, these muscles fail. These girls cannot even do the simplest exercises requiring support of the arms. However, this is much less important to girls than it is to boys in their later work. If we take eurythmy and leave aside physiological gymnastics—the parallel bars, the high bar, rope climbing—then I fear that the strength people need in their work may suffer. What I wish to say is that we can teach eurythmy, and the children will receive an aesthetic training, but it should not be eurythmy alone. What pleased me at the performances in Dornach was the beautiful play of lines, the harmony of the movements, the artistic, the aesthetic. However, I would doubt that these eurythmy exercises can really play a part in making the body suitable for working. I would like to hear a further explanation if Dr. Steiner desires to have only eurythmy exercise, if he desires to deny school gymnastics, based in physiological facts, its rightful place. If we were to deny those physical exercises based upon an understanding of the human body their rightful place, then I would be unable to agree completely with the introduction of eurythmy into the schools.

Dr. Steiner: I would first like to say a few words concerning the last point so that misunderstandings do not arise.

Perhaps I did not make this clear enough in the lecture, since I could only briefly discuss the subject. When we present eurythmy in Dornach, we do this, of course, as an artistic activity, in that we emphasize just what you referred to as being pleasant. In that we emphasize what can be pleasant, in Dornach we must, of course, present those things meant more for viewing, for an artistic presentation. In the lecture I wanted to indicate more that in viewing eurythmy people would recognize that what they normally think of as simply physiological (this is somewhat radically said, since gymnastics is not thought of as only physiological), what is primarily thought of as only physiological, can be spiritualized and ensouled. If you include eurythmy in the curriculum (when I introduce a eurythmy performance, I normally mention that eurythmy is only in its beginning stages), and if today it seems one-sided in that it particularly develops certain limbs, this will disappear when we develop eurythmy further. I need to mention this so as not to leave the impression that I believe we should drop gymnastics.

You see, in the Waldorf School in Stuttgart, we have a period of normal gymnastics and a period of eurythmy, consisting of more than you see in an artistic presentation. Thus, we take into account the requirements that you justifiably presented.

What is important to me is that along with the physical, the physiological that forms the basis of gymnastics, we add the spirit and soul, so that both things are present. Just as people themselves consist of a totality in the interaction of body, soul and spirit, what is truly the soul, recognizable for itself, also works in the movements that people carry out in gymnastics and such. We are not at all concerned with eliminating gymnastics. Quite the opposite. It is my desire that gymnastics be enriched with eurythmy. We should not eliminate one single exercise on the parallel bars or high bar. We should leave out nothing in gymnastics. However, what eurythmy attempts is that instead of asking how we can handle this or that muscle from the physiological point of view, the question becomes how does a soul impulse work? In other words, alongside what already exists, we add something else. I do not at all wish to criticize what already exists, but rather to describe briefly what spiritual science fosters in the way of permeating things with spirit and soul. I agree with your objection, but it is my desire to show that bringing the soul element into gymnastics can originate from the science of the spirit.

Z: Mr. Z describes how the principle that Dr. Steiner has developed would be extremely educational and fruitful for the school.

If people were to consider how schools now handle things, they would have to say that this does not correspond to the stages described by Dr. Steiner. Goethe once said that children must go through the cultures of humanity to develop their feeling life. If we want to connect with these valuable words from Goethe and make them fruitful, we should have methods that are completely contrary to the ideas we have used for years. The second thing I would like to mention is that in drawing, we always begin with lines and figures. If we look at the drawings of the cave dwellers, we must realize that they did not have any instruction in drawing at all. I think that we can learn a great deal for teaching drawing to our children from the first drawings and paintings of those primitive people. Regarding singing, we now begin with the scale, as if that was the natural basis for singing in school. However, if we study the history of music, we will immediately see that the scale is an abstraction to which humanity has come only over many centuries. The primary thing in music is the triad, the chord in general. Thus, our singing instruction should much more properly begin with chords and only later come to scales. For other subjects, such as geography and history, I think we should pay much more attention to how primitive people first obtained this (I dare not say science), this knowledge. We could then continue in the same way. For example, we could present geography beginning with interesting drawings of the trips of discovery to the New World, and so forth. Then the children would show much, much more interest because we would have enlivened the subject instead of presenting them with the finished results as is done today in the dry textbooks and through the dry instructions—“obstructions.”³

Dr. Steiner: It is now much too late for me to attempt to give any real concluding remarks. I am touched with a deep sense of satisfaction that what has come forth from the various speakers in the discussion was extremely interesting, and fell very naturally into what I intended in the lecture. It’s true, isn't it, that you can comprehend in what, for example, you can see in Dornach, in what we present in the various artistic activities in Dornach, that something is given that reflects the fundamental conviction of spiritual science.

Now the gentleman who just spoke so beautifully about how we can educate for artistic feeling rather than mere viewing, would see that spiritual science artistically attempts to do justice to such things. He would see that in Dornach we attempt to paint purely from color, so that people also feel the inner content of the color, of the colored surface, and that what occurs as a line results from the colored area. In this regard, what is substantial in spiritual science can work to enliven much of what it touches today. The remarks about the Herbartian pedagogy were extremely interesting to me, since in both a positive and negative sense we can learn much from Herbart. This is particularly true when we see that in the Herbartian psychology, in spite of a methodical striving toward the formation of the will, intellectualism has played a major role. You must struggle past much in Herbartian pedagogy in order to come to the principles that result from my explanation today.

Regarding the last speaker, I agree with almost everything. He could convince himself that the kind of education he demands, in all its details, belongs to the principle direction of our Waldorf School, particularly concerning the methods of teaching drawing, music and geography. We have put forth much effort, particularly in these three areas, to bring into a practical form just what the speaker imagines. For instance, in the faculty seminar we did a practice presentation about the Mississippi Valley. I think the way we prepared this presentation of a living, vivid geography lesson that does not come from some theory or intellectuality, but from human experience, would have been very satisfactory to the speaker. In place of a closing word, I therefore only wish to say that I am extremely satisfied that so many people gave such encouraging and important additions to the lecture.

• 1. Translators’ note: The needs of society are to be understood as both the requirements of the Department of Education and the inherent needs of a more humanly formed social organization.
• 2. See note, p. 87.
• 3. Translators’ note: This is a word play in German: Lejtfiden—Leidfiden

This single lecture is the 7th of 21 lectures in the lecture series entitled, The Original Impulse of Spiritual Science, published in German as, Ursprungsimpulse der Geisteswissenschaft.

We shall speak today about Karma and details of the law of Karma. You know that by Karma is meant the great law of cause and effect in the spiritual life and that this law of Karma comes into consideration in Spiritual Science since it applies to repeated lives on Earth. We speak of the interrelationship of Reincarnation and Karma. Now as you certainly know, the prevailing conception of this law of Karma is somewhat superficial, as if it were simply a matter of reward and punishment extending from one incarnation into the other, so that when the individual experiences something evil or reprehensible in the present life he must say to himself unconditionally: Because of some guilt incurred in my previous life, I have deserved this—or, if I do this or that, the corresponding reward or punishment will be mine in the next life—but the matter is not as simple as that. Whosoever desires to understand this law of Karma must penetrate more deeply into the nature of man and his whole being.

The law of Karma and Reincarnation, of repeated lives on Earth, comes in for the fiercest possible attacks from the opponents of Spiritual Science, attacks often beginning with the hackneyed phrase: One life on Earth is enough for me. I have no wish to endure it more than once—and finishing with the assertion that it is a teaching which leads to inactivity and blind resignation in face of destiny. We shall go closely into this opposition and be able in the case of every objection to refute it when we study the whole course of Karma. For this purpose, we must remind ourselves once again of what Man is in the deeper sense.

We know that man consists, primarily, of the physical body that can be seen by the eyes and touched by the hands, that is investigated and examined by physical science, dissected by anatomy and is familiar in ordinary life. Many materialistic thinkers regard the physical body as being the only evidence of the existence of man. We have then to regard the etheric body, or life-body, as a second member of the human being. It is a body which consists of a substance essentially different from that of the physical body. It is by no means enough to say that the matter, the substance, of which the etheric body consists is essentially finer than the substance of which the physical body is composed. Far rather we have here a completely different ‘substantiality’. It is active matter, matter of the nature of force. This etheric matter which has no connection whatever with what is called ether in Physics, has a certain creative quality and is actually the upbuilding, constructive principle. The best mental picture you can make of the etheric body is that its form is approximately the same as that of the physical body, but it is luminous throughout, although not fully transparent—even for clairvoyants. It is also penetrable; if it were alone one could therefore pass through it. At the same time, it is creative; man's physical organs are built of it. Heart, lung, liver and so forth are created out of this etheric body. From the materialistic standpoint it could therefore be said that in a young child the etheric body must be very small. And that is so. We must think of the etheric body more as a force which in certain circumstances may occupy a smaller space than what it actually creates. Thus, we have here to do with creative life, with a creative body which underlies the physical body that can be touched in space. This etheric body is the bearer of a man's habits. Above all it is the bearer of the memory and the temperament, of the permanent qualities of soul in a human being. In speaking of the soul-nature of a human being we do not mean only the temperament and the qualities of character. But in respect of form all this comes to expression in the etheric body.

The third member of man's being is the astral body. It fills and surrounds his body as an aura of light in which the impulses, desires and passions become visible. This has often been described.

A fourth member of man's being is what comes into manifestation in self-consciousness, in the ‘I.’ The other members are germinal only and are centred in the ‘I.’

In connection with karmic evolution it is these members of man's being that are of primary interest to us. Above all we must be mindful of a very important fact of life. When you look back over your life and think of your childhood, you will be able to say that you have learnt a very great deal. There was a time when you could not write or read and knew nothing about happenings in the world, about history or literature as well as a great deal else. Now you have knowledge of all this, and it has become a possession of your soul. But you also know that a person can learn a great deal and yet no great change takes place in his original character and temperament. There are individuals who in the course of their lives have amassed a tremendous amount of knowledge and have filled their souls with science of every kind, but who must admit to themselves: I once had a violent temper and still have it today—Or again: I was phlegmatic from the beginning and have remained so. Once upon a time I had this or that habit and still have it. Admittedly there are also individuals who have changed a great deal in their own natures and characters. Perhaps indeed there is no individual who has brought about no change whatever in his fundamental disposition. When you look back to your childhood you will certainly have to admit that you have achieved many changes in your character since then. But at the same time, you will realise that realisation of your characteristics and learning how to change them are processes related to each other as the minute hand of a clock and the hour hand. The transformation of character and temperament proceeds slowly, as does the hour hand of a clock and observations of life are comparatively rapid, rather like the minute hand. This is connected with the fact that everything an individual learns can be received quickly into the soul; the astral body is its bearer and it takes effect in the astral body. When you learn something fundamentally new a feeling comes over you at the moment and is forgotten the next day. Or if you experience pain that with time disappears from your consciousness—these are things which can be seen lighting up in the astral body and then disappearing from it. The astral body is the bearer of all this.

Whatever lights up in us temporarily and disappears again has its seat in the astral body. What becomes a man's permanent stock, as it were, in so far as it comes to expression in the life of soul, everything that becomes habit so that it is noticeable in an individual for a long time—perhaps always—in his life, everything that has to do with the temperament, is situated in the etheric body which is denser than the astral body. When an individual succeeds in changing a habit, a characteristic feature of his temperament, when, for example, he rids himself of habitual indolence and becomes alert and attentive, this becomes evident in the etheric body, not only in the astral body. When a person learns a great deal, assimilating it so thoroughly that it gradually becomes an asset of his very soul and an actual constituent of his inner nature—so that he does not only know it but possesses it in a deeper sense—then he is changing the configuration of his etheric body. When someone accepts a moral principle and is obliged to say to himself repeatedly: the principle exists so that is why I obey it—then the principle is rooted in the astral body only. But if the principle is rooted so firmly in him that he simply can do no other than obey it—then it is established in the etheric body. Transition from the astral body to the etheric body takes place slowly and gradually in the course of life.

We will now pass from a study of these members of man's constitution to their connection with Karma. What takes place during the same life on Earth only slowly, that is to say the transition of something that to begin with is in the astral body into the etheric body manifests karmically from one incarnation to the other in the following way.—Someone who has tried to judge things in accordance with true morality, and who in this striving may perhaps still have been prompted by other considerations, finds the fruits of this striving in his next life as a basic quality of his etheric body, as a kind of habit, as a quality of his character. What is active in the present life in the astral body becomes in the next life an attribute of the etheric body. When you come across a person with a certain praiseworthy habit which is constantly expressed in his life, this, is an indication that in his earlier incarnation he had absorbed the corresponding ideas or closely scrutinised his own nature. Propensities and habits stem from ideas, thoughts and concepts that had been formed in previous lives. If you pay attention to this, you can make provision for the next incarnation by laying the foundation of a definite organisation of the etheric body. You can say to yourself: I shall try in this life to convince myself over and over again that this or that is good and right. Then the etheric body will ultimately show you that it is good and right in the very nature of things to follow the corresponding principles.

A certain concept that can be explained in the light of karma, is particularly important here. It is the concept of conscience. What arises from a man's conscience is equally something that has been acquired. He has a conscience, an instinct for what is good, right and true only because in his past lives, in his experiences during life, in his moral principles, he has moulded this conscience. You can provide for the strengthening and enhancement of conscience if you undertake every day to deepen your moral conceptions. Moral conceptions become conscience in the next life and the one after that.

So you see, that what the minute hand on the clock of life shows us becomes the hour hand in the next life. There must, however, be a certain strengthening of the moral principle and its realisation in one life and then they are consolidated for the next. What is established in the etheric body of one life brings to maturity the attributes of the physical body of the next life. Good habits, good inclinations, good traits of character, prepare healthiness, physical proficiency, physical strength, therefore a healthy physical body, for the next life. A healthy physical body in one life indicates that the individual concerned prepared this physical body for himself in an earlier life through self-acquired habits and qualities of character. A particularly strong connection exists between a well-developed memory in one life and the physical body in the next life.

Let us take as an example a person who forgets everything immediately and another who has a faithful memory. One need only consciously recall experiences into the memory and practise this consistently, and it will finally be noticed that not only has a good memory of things for which one has had specific training been acquired, but that this memory also becomes a quite different faculty which comes into consideration during the process of spiritual development. The capacity to survey the past develops to a very marked degree. An individual who develops his memory conscientiously will be reborn with physical soundness, with limbs that can be truly useful to him for giving effect to what his soul inwardly desires. A body that is incapable of giving effect to what the soul wishes stems from a previous life during which no care was given to the development of a good and healthy memory but when, through slovenliness, forgetfulness prevailed.

Today we are speaking only of single phenomena, but you can realise the magnitude of the domain of which we are speaking. A genuine occultist will never indulge in speculations on this subject. What I have put before you are not theories but definite cases that have been tested. What has been said here is based upon specific results of research. When it was stated that a sound physical organism which obeys the soul can be traced back to a good memory in the previous life, a number of cases had been investigated and the indications given were based upon the facts ascertained by that investigation. Facts alone have been presented.

Now what develops in the etheric body passes in the next life into the physical body. Good inclinations, qualities of character, and proficient habits in life come to expression in a healthy physical body in the next incarnation, whereas the opposite qualities produce a sickly organism in the next life. This is not to be understood in the sense that a particular disease stems from a particular quality, but certain predispositions for illness can always be led back to quite definite qualities of character and temperament in the previous life. An individual whose life in the past was fraught with tainted qualities of character has, in the present life, an organism that is more easily prone to physical illnesses than the organism of an individual who was equipped with healthy characteristics and a sound temperament. Such an individual will be reborn with a body that can be exposed to every possible form of epidemic without being infected.

You see, therefore, that things in the world are complicated and are subject to the law of cause and effect. To give an example, here is a case based on definite results of investigation. It may at first be something of a shock but in a study group it may certainly be spoken of. A certain individual had developed an entirely egoistic urge for acquisition, a veritable greed for external wealth. It was not a matter of a healthy striving for riches which may spring from an altruistic aim to be of help and engage in selfless activity in the world—that is something different—but it was a case of an egoistic longing for acquisition due to a particular constitution of the etheric body; the striving for acquisition was abnormal. Such an individual may very possibly be born in the next life with a physical body prone to catch infectious diseases. In numerous cases it has been established by occultism that individuals readily prone to infection from epidemics in the present life, were possessed of a pathological sense for acquisitions in the previous life.

Other examples could be specifically quoted. Thus, there are two characteristics which have a clearly recognisable influence upon the karmic formation of the following life. There we must speak to begin with of the strong influence exerted by a loving, benevolent attitude towards one's fellow men. There are individuals who accept everything from their fellowmen with benevolence, who deal with their environment lovingly and sympathetically. In many cases this love extends far beyond pure philanthropy. Such individuals love nature and the whole world. The more strongly this sense of all-embracing love has developed and become habit in the soul and is therefore rooted in the etheric body, the greater becomes the capacity of the individual concerned to retain the qualities of youth for a long time in a subsequent incarnation. Therefore an individual who ages very late in life, who remains youthful and mobile, has behind him an earlier life—or maybe several lives—during which he had a true love of his environment. The more strongly he expresses love for his environment, the longer he remains physically youthful in a following incarnation. An individual prone to show antipathy towards his fellowmen, ages early in the next life. A body that shows the signs of age at a physically early age, stems from the life of a perverse critic, from a life of aversion and ill-will. Thus, we see that life can be influenced by a conscious intervention in Karma. A person capable of love in the present life can rest assured that in the next life he will have a body that reveals all the traits of youth. Individuals who become harsh critics at an early age will in the next life be people who are almost born with wrinkles! That is a radical expression, but it is based upon truth.

Thus, the laws of Karma reveal the connection between health and the spiritual life. Everybody will agree that this connection cannot be immediately obvious but that individual details must doubted that a genuinely moral, sincere, conscientious soul is the future creator of a healthy body. But actual knowledge of this cannot be expected from one day to the next, nor can it be believed that a person afflicted with flaws of soul can be healed overnight. It should also be realised that one must rise above egoism and adopt a selfless mode of life that does not want to garner the fruits of its deeds immediately. What becomes habit, however, can react upon the physical body already in the present life. A proof of this is afforded by occult development which can acquire conscious influence not only upon the astral body but also upon the etheric body. An individual who achieves occult development learns how to influence not only his astral body but also his etheric body and his physical body. Through the transformation of habitual behaviour, a violent, choleric individual can become a gentle character, a highly emotional human being an equable, harmonious person. An occultist must change his habits in a comparatively short time. Genuine development pre-supposes that what a man learns does not remain mere teaching but penetrates into the etheric body. In an occultist it penetrates even into the physical body. He learns to control the heartbeat, the pulse beat and the breathing. A process that in ordinary life is distributed over many incarnations is therefore shortened. The process of Karma itself is shortened in the case of an occultist.

Much that will be discussed this Winter will become more intelligible to us when we learn of certain more intimate karmic connections, for example the difference between the karma of a beautiful and an ugly human being. What is the karma of a beautiful human being? Something comes into consideration there that at first seems incredible, nevertheless it is a fact. Beauty of the physical body is in many cases, not always but very often, a consequence of suffering endured in the preceding life. Suffering in the preceding life—physical and also soul-suffering—becomes beauty in a subsequent life, beauty of the external physical body. In these cases, it is permissible to use an analogy which I have often applied. How does the beautiful pearl in a pearl-oyster originate? Actually, as the result of an illness. Approximately speaking, therefore, there is a karmic process which represents the connection of illness, of suffering, with beauty. This beauty is often bought at the cost of suffering and illness.

Wisdom too is in many respects bought at the cost of pain. It is not without interest that a. certain example of outer investigation today confirms in many ways what occultists have said for thousands of years, namely, that wisdom is connected with pain and sufferings, with a life of earnestness and renunciation in the previous existence. It is sometimes very rewarding to consult ordinary scientific investigation. A book on the effects of thinking has recently been published. Its aim is to show how in the physiognomy of a human being there is engraved the quality and trend of his thinking. The author of the book who clearly does not know much about occultism has nevertheless discovered through outer observation that an impression of pain once endured can be recognised in the physiognomy of a thinker. Modern science is on the point of confirming ancient occult wisdom little by little. In the coming years this will be the case far more often than any learned scholar dreams of.

It will now be still easier for you to realise that one cannot give way to blind belief or submission to authority in connection with certain revelations of the history of spiritual life. Faced with the problem of understanding Karmic law in the case of a phenomenon such as Schopenhauer, whose whole world-conception was filled with a mood of pessimism, nobody possessed of deeper insight must believe that this pessimism represents the fundamental attitude of humanity in general. It is far rather the individual trait of Schopenhauer's soul, karmically forecast and brought about by a certain constitution of his etheric body. This pessimistic mood of his thinking can only be understood by examining the karmic aspect. In an earlier life—and this is an absolutely real explanation—a personality of this nature had had no opportunity of doing much good. Because of his position in life and vocation this man had been obliged to commit much evil and injustice. And this evil and injustice which he was fated—not by karma but by his vocation—to bring about, returned to him in the form of a certain feeling of antipathy towards the world he now encountered. This antipathy was the recapitulation of his own deeds. If you want to understand karma you should not adopt the fatalistic standpoint that everything is predestined. A man need not be condemned by his previous lives to carry out his present deeds. Adjustment is often made in the next life. Thus, deeds are not always the fruits of an earlier life but in certain cases find their adjustment in a future speaking of the cause of the pessimistic mood in Schopenhauer.

We must strictly differentiate between everything a man accomplishes as his own individual deeds, deeds which proceed entirely from himself, and those made obligatory by his race, family and profession. Two Councillors may do the same thing because they happen to be Councillors but that too is exempted. They may however also perform utterly different deeds because they are different human beings. And that is what we are considering now. Deeds that stem from a man's personality—that is what meets him as his outer destiny in the next incarnation. If some individual finds himself in fortunate circumstances of life, if he enjoys a favourable destiny, this leads back to the just, ingenious and good deeds of an earlier life. If a man's circumstances in life are unfavourable, if he has many failures and is surrounded by adverse conditions—external circumstances are meant, not the qualities of the physical body—this equally leads back to personal deeds of the previous life. What an individual has accomplished as the result of his vocation and family circumstances is stored in his temperament and character. Thus, the destiny of a man is determined by his personal deeds in the preceding life. Vice versa, through good, intelligent and righteous deeds, he can bring about a favourable or unfavourable destiny in the next incarnation.

An individual who comes into contact with particular personalities has himself created the conditions for this in a preceding life. He had had something to do with these individuals and has himself now led them into his environment. Here is an example from the time of the Vehmic tribunals.¹ One such tribunal was concerned with an execution. The victim was placed before masked judges who immediately gave effect to the judgment. This is a case where a man was condemned and executed. Occult investigation of his destiny in the earlier incarnations brought to light the fact that the individual who had been executed by the five judges had, at the time, when he was a chieftain, allowed these five persons to be murdered. His deed in days gone by had brought these five individuals as it were with magnetic force again into his life and they wreaked their vengeance upon him. This is a radical case, but it is founded upon universal law. You cannot come into contact with an individual who makes an impact upon your life if you have not yourself brought him into your orbit on the basis of earlier relationships. It may, of course, also he the case that through general conditions, through his vocation or family a man is led into contact with individuals he had never yet encountered. But then, through their mutual behaviour, the foundation is laid for a meeting in the next incarnation, a meeting connected with the destinies and lives of the individuals concerned. You will realise that these illustrations of Karma are in many respects complicated and by no means so easy to explain. It is important to study these examples individually because only so can we really understand life.

It must again and again be stressed that the idea of Karma, rightly understood and to be found in Christianity, must never be thought to contradict the teaching of the Redemption. To many of you I have already spoken of the compatibility of the Christian teaching of the Redemption with the idea of Karma, but there are new listeners here. Many misunderstandings are to be found, due very often to the fact that numbers of people talk about Theosophy without much understanding. It is stated that Karma means simply that a man must take upon himself all the effects of his deeds. If he has committed some offence, he alone can redeem himself from his sin. From this point of view many Theosophists declare that the thought of the Redemption through Christ Jesus is unfounded, that Theosophy could not accept the idea of Redemption through another being, for every man must redeem himself. Christian Theologians dispute this, saying: we believe in the Redemption through Christ Jesus, but you believe in self-redemption. This is irreconceivable.²

Meanwhile, Karma is a kind of life account that can quite rightly be compared with a salesman's accounts. On the one side there are the debit entries and on the other the credit entries. They are added and the balance struck. It would be a peculiar salesman who said: I will do no more business in order that my balance shall not be upset.—Just as in every moment of a salesman's life a new transaction can be made, so at every moment through a new deed, new karma can be created. When somebody says: A man has himself brought about his suffering, he has deserved it, so I may not help him—this is so much nonsense. It is just as if one thousand marks would help you, but if I were to give them to you, I should upset your account book.—That would certainly not be the case! The sum of money lent would simply be entered in the account book. It is the same with life. Compensation must be made but it need not necessarily be made by oneself. Karma does not signify self-compensation but only that compensation shall be made through a deed. Now suppose you are a wealthy, powerful person who can help not only one but two. Then you can intervene in the Karma of two human beings. Just because Karma exists you can intervene in the life accounts of both these two people. There are individuals who can help three, four, five people—indeed even hundreds. Such individuals will not say: I must not help those others because then I shall intervene in their Karma.—Far rather, they will help them.

Such help can be vouchsafed by a most mighty Being who once appeared in the world co those who account themselves His followers. This Being is Christ Jesus. The fact that the Redemption was brought about by a certain form of evil, does not contravene the law of Karma. The Redemption through Christ Jesus is perfectly compatible with the law of Karma, just as is the help given by the wealthy man to the bankrupt salesman. The misunderstandings arise from the fact that Theosophists do not basically understand Karma and Theologians have not bothered about it. It is precisely through the intrinsic nature and importance of the deed of a single sublime Being that the validity of the law of Karma is guaranteed. When, in the future, these things are rightly understood, it will become evident for the first time that Theosophy is not an opponent of any confession that has a genuine foundation and how it leads far rather to a true understanding of it. If you have discerned the law of Karma in a certain number of cases, you will feel that you have here perceived a deep necessity of spiritual life. Truth to tell, the law of Karma has been rightly understood only by one to whom it is not merely a piece of theoretic knowledge but has become part of his whole world of feeling and perception. Inner security and harmony then pervade the whole of life. And those people who again and again assert that the law of Karma leads to inactivity and lethargy, that it causes a person to abandon himself to his destiny and does not lead to freedom in life—such people have not made any endeavour to live in harmony with the law of Karma. To live in accordance with the law of Karma means to infuse courage and hope into the soul.

The law of Karma must above all throw light upon our future. We must think less about the past than about the future. It has been indicated in many ways that in compliance with the law of Karma a man can produce effects far into the future by preparing in his astral body the future configuration of the etheric body and in the course of further progress the future formation of the physical body. When you have grasped the implications of this you will realise the tremendous importance of these connections and what a deepening the idea of education, especially of that of peoples, will experience in the light of the law of Karma. If efforts are made today to induce human beings to live in conformity with the law of Karma and to prepare the configuration of their future accordingly, they are at the same time preparing the future communities of peoples. After all, life in the future will consist of the reincarnated human beings of the present. Healthy races and especially healthy leaders of the future races will come into existence if human beings live on into the future intelligently, in accordance with the law of Karma. For if the single individual achieves perfection in some degree, he has an effect upon the organisms of the peoples and of races.

The actual mechanism of Karma is a matter for early discussion. The question is concerned with which forces are being activated when the astral characteristics of the present life are transmitted to the etheric body in the next life and which forces bring it about that the qualities established in the etheric body of the present life—habits and inclinations—are carried over into the physical predisposition of the next life. It is still more difficult to answer the following question: Which forces are at work in cases where a man's deeds in the present life determine his external environment in the next incarnation when he not only gathers around him the individuals with whom he has and previously had, something to do, but also takes his place within the world of Nature that surrounds him, in the plant world and animal world, also in the conditions of the race and society which he himself has prepared? What is the character of these forces which bring all this again to the individual concerned? How does it come about that two human beings who had some connection with each other in an earlier life and of whom one is reborn in America and the other in Europe are nevertheless led together? Such are the great questions which we will endeavour to answer next time. Briefly, how do the relationships of the one life form the relationships of the next? As we shall have many guests, this question will also be suitable for study at the general Meeting. Naturally, those who have been present at this series of lectures will be at an advantage. The title of the next lecture will be: The Technique of Karma.

Thus, consideration of an important question in life will have been dealt with today and next time. I ask you to bear in mind that what has been said consisted of selected cases, based upon actual occult facts. Everything that has been disclosed today on the subject of karmic connections leads back to actual investigation of the Karma of specific individuals. The study of Karma also gives us knowledge of how to evaluate, even in the present life, the connection between illness and specific characteristics, of the life of soul, especially the awakening of certain forces of the soul. So far those who have assimilated the lectures on Karma given here, what is said in general outline in the Architektenhaus lectures about illness and death, suffering and evil, will have been amplified in greater detail. During this Winter special consideration will be given here and elsewhere to the place of the spiritual—scientific view of the world in practical life. In this way we shall strengthen the impulse and the insight ensuring that Spiritual Science is not presented as something impractical but that it is a factor in practical life itself.

• 1. A German system of irregular Tribunal prevailing in Westphalia in the 14th and 15th centuries. More serious crimes were tried in secret night sessions.
• 2. Perhaps intended to be inconceivable, or irreconcilable. The original German text is “Das vereinigt sich nicht recht.”

We are living at a time when one can see what anthroposophic Spiritual Science—as it is called—has really been striving after for years. To a certain extent the fiery signs of the times can be regarded as proving the necessity that led to the birth of this movement and has kept it before the world for some years now. And perhaps the best result of our anthroposophic strivings would be a conviction of this necessity in the hearts and souls of those taking part. Though this or that event in the external world may take on a stormy character, though that which is striving to develop from out of the depths of human evolution may have this or that appearance, the essential nature of what is happening to-day can only be grasped if we look at those events which escape the ordinary human powers of perception still usual among us. Such events are only really perceptible when we study the world from a spiritual point of view.

I should like to start by mentioning one such phenomenon which almost escapes notice among the manifold stormy events of to-day. It is regarded as something insignificant and unimportant, but it is an actual fact for one who, from spiritual sources, has acquired the ability to study life as it actually is.

It may sound an extraordinary statement, but it is nevertheless true, that for some seven, eight or ten years now a real student of human life can observe quite a different expression on the faces of new-born babies. Many people, it is true, do not notice this, for the most important things of life pass unheeded to-day. But one who has acquired an eye for such things knows that very many children born during the last seven to ten years wear a melancholy expression. It is as if they ‘held back’ from the world. One might say that even from the first days of life, from the first week onwards, something different can be seen in the physiognomy of these children. And if we investigate this remarkable fact that seems so strange to the man of to-day, we find that the souls entering the world through birth bear within them from before conception and birth that which gives their faces this melancholy expression. Hidden though it often be behind all their smiles, it is nevertheless there in the faces of these children, almost from birth. It was not there formerly. In these souls there lives—though it is quite unconscious, of course—a “reluctance” to enter life. Souls entering through birth to-day feel a kind of hindrance, a difficulty, in entering the physical world.

Now it is a fact that man undergoes an important experience in the spiritual world before entering the physical world through conception and birth, and the effects of this experience are active in his coming life. Here on the earth men die; they pass through the gate of death, laying aside their physical bodies and taking their souls into the spiritual world. These souls still bear within them the effects of all they have experienced in the physical world. After passing through the gates of death human souls appear, on the whole, as the after-effects of what they have immediately experienced in earthly life. Now such souls meet those who are about to descend into a physical body. (This is actually the case. I can only tell you of it, for these things can only be brought from the spiritual world through actual experience of them.) This meeting between those souls who have just passed through the gate of death and those who are just about to enter the physical world through the gate of birth is an important event. Its effect is decisive in many respects. In a certain sense, its function is to give the descending souls some idea of what they will encounter here. It is from this meeting that the “impulse” is derived that stamps the peculiar expression of melancholy on the faces of children entering the world to-day. They do not want to enter the world of which they have learnt through this meeting. For they know how, in a sense, their “spiritual plumage” will be ruffled by what mankind, immersed in materialistic thoughts and feelings, views and deeds, is experiencing on the earth to-day.

This fact (which, naturally, can only be established spiritually) and other things beside throw a strong light on our whole age. The present times can only be understood on such a basis, and we ought to strive for such an understanding.

I have started from something which can, of course, only be apprehended through spiritual perception. But other events of to-day are speaking to us loudly and clearly and can strike everyone who, though without spiritual vision, does not go through life half asleep. We have seen the great catastrophe of the World-War extend over the world during the last four or five years, causing great harm; we can turn our thoughts again and again to the outward and visible causes of this terrible catastrophe (as, I believe, everyone who is not asleep must do); we can study the course of this catastrophe and, finally, the events which have followed from it over large areas of the globe. One thing must be clear to every soul that is really awake. Consider the peculiar fact that this catastrophe of the world-war burst over Central Europe, for example, actually without anyone knowing how it all came about. This was indeed the case. People ask how it arose, pronounce this or that person guilty—and then, when they imagine they have laid the blame at somebody's door, repeat again and again: Yet it cannot be like that; there must have been some other factor at work.

People tell themselves that a great social movement has developed out of the catastrophe of the world war. Whether they belong to a party or not they try to understand what ought to be done in the present social catastrophe. Yet all the thoughts they form about it are only “thought-mummies” in the face of current events—thoughts that are powerless before the storm of events and quite inadequate to their true character. And if we look more closely at all this—especially now when all kinds of memoirs are being published by persons who, apparently, were directly concerned in the outbreak of the world-catastrophe—we have to ask ourselves: Were these people really “within” the events of four or five years ago? Did they really know what they were doing? Had they any conception of the far-reaching consequences of what their intellects had thought out? People ought more and more to admit to themselves to-day what the Russian Minister Suchomlinoff admitted at his trial. Speaking of the three or four hours in which he made his most important decisions, he said: I must have lost my reason then; I must, indeed, have been mad!

Such things are very significant. They point to the wide-spread mental confusion among those concerned. And one who is really in a position to see through the terrible nature of present world-events, discovers what people will come to see more and more, namely: that there was not so very much moral failure, but all the more intellectual blundering through sheer incapacity to grasp world-events.

It is just the same to-day. How helpless, in the main, is the great majority of people in the face of world-events that have come upon them. A most serious question is presented here. What really lies at the base of all this?

At the base of this lies something which is extraordinarily difficult for our materialistically-minded age to grasp, namely: that just since the historical moment in which the wave of materialism rose especially high, the strongest spiritual force that has ever willed to enter human life from the spiritual world is now seeking to enter. It is this that is characteristic of our age. Since the beginning of the last, third of the 19th century the spirit—the spiritual world—is willing to reveal itself to men in all strength; yet men have gradually reached a point in their development when they are only willing to use their physical bodies as instruments for receiving anything at all in the world. Their materialistic outlook has accustomed them to consider—even to maintain on theoretical grounds that the physical body is the instrument of thinking and, indeed, of feeling and willing too. Men have persuaded themselves that the physical body is the instrument of all spiritual life. They have not persuaded themselves of this without grounds; they have good reason for this, namely: That man in the course of his evolution had gradually come to be able to use only the physical body. It had really come about that only the physical body could be used as the instrument of spiritual activity.

So we stand to-day at the infinitely important juncture in human evolution where, on the one hand, the spiritual world is willing to reveal itself with great power, while, on the other, man must find the strength to free himself from his greatest entanglement in what is material and come to a new reception of spiritual revelations.

To-day man is confronted by the greatest trial of his strength—his power to work his way in freedom to the spirit which is approaching him of itself, if he does not shut himself off from it. The time is past when the spiritual could reveal itself to man in all sorts of subconscious and unconscious processes. The time has come when man must receive the light of the spirit through a free, inner deed. All the confusion and want of clarity in which men are living to-day come from the fact that men must receive something that they do not yet want to receive: an entirely new understanding of things.

The old ways of thought, the old ways of regarding world-events, came to full expression in the terrible catastrophe of the world-war. Its infinitely significant warning signs are nothing but a call to re-model our ways of thinking, to try a new way of regarding the world, for the old way can only lead again and again to chaos and confusion. It is time we realised this. It is time we realised that the leading statesmen in 1914 had come to a point at which nothing more could be achieved with the old methods of thought. Because of this they led humanity into misfortune. People must impress this fact strongly upon themselves, or they will not form a strong resolution really to meet the spirit and the life of the spirit in freedom and inwardness of soul.

The lamentable thing about the time in which we are living is that we see things being revealed everywhere which cannot be understood with previous points of view and previous conceptions of life; yet people cling firmly to these old points of view and conceptions of life and simply do not want to come to new modes of conception. The anthroposophic view of the world wanted to prepare mankind for such new modes. Fundamentally, the anthroposophic view of the world had no real opponents except inner comfort and laziness of soul. People cannot rouse themselves to bring the inner forces of their souls to meet the spiritual wave invading our life so powerfully to-day.

I have just said that people are no longer accustomed to use anything but their physical bodies for thinking. It is this that had led to the materialistic view of the world. Now there is one thing that simply must be understood to-day. Nature, as studied by natural science to-day—that science which has achieved so many triumphs—can be understood with the instrument of the physical brain or of the physical body in general. But one cannot understand human life with this instrument of the physical body. We can only understand human life if we can rise to a thinking that is not produced by the physical body alone. It is this thinking that should be cultivated through the anthroposophic view of the world. Of course people say they do not understand the anthroposophic outlook—what is given in our books or presented in lectures. And we can quite believe them. But what does this mean? It only means that they want to se their physical brains for understanding. They do not want to learn another kind of thinking than that which can lazily find support in the physical brain. The anthroposophic view of the world cannot, of course, be understood with such thinking. It is not that one would have to be clairvoyant in order to understand it. But one must train oneself to a thinking that is not bound to the physical brain. What is to be found in anthroposophic literature and can be acquired with the healthy human understanding—for the healthy human understanding is not bound to the brain—gradually develops a thinking, a feeling and a willing that are adequate to the needs of to-day. It is a fact that what the present requires of us cannot be understood by the instrument of the physical body; it must be apprehended, through the instrument of the etheric body, i.e., with the body of formative forces underlying the physical body.

The spiritual world which is striving to reveal itself to men, only finds expression in their deeply unconscious feelings. Men are dominated by an unconquerable fear of the spiritual world. When they say they do not understand spiritual science this is really only an excuse. The truth is, they are afraid of the revelations of the spiritual world. It is only because they will not admit this fear that they say they do not understand spiritual science, or that it is not logical—or they make other excuses. In truth, they are afraid and therefore seek all possible excuses in order to escape from the great problems. How glad people are when they can escape the great tasks and riddles of present day life! When one spoke, maybe from this or that angle, of important problems of our age, people grew uncomfortable. Then perhaps they went to see the plays of Ibsen in which some of the great problems of the age find partial expression. But they did not need to take these seriously; all that is “merely” dramatic art. People grew uncomfortable when one spoke to them directly of the penetration of the physical world by the spiritual. Now Björnson had treated of this in his dramas, but one had no need to believe it; it was “only” art. People felt an unconquerable fear of taking these things seriously.

Again, class differences became greater and greater, the gulf between the governing and proletarian classes became wider and wider. The social question produced riddles; one talked of these but felt uncomfortable about them. Yet people went to the theatre to see Hauptmann's “Weavers,” though they felt no need to take a serious attitude to the problems it presented. One let oneself be stirred a little by the abysmal depths in human life, but there was no need to take it seriously, for it was “just” art. People took refuge in something that they did not need to take seriously. This is a phenomenon that is characteristic of the psychology of the age. What lies behind this?

Behind this lies the fact that men, in accordance with the will on the part of the spiritual world to reveal itself to them, ought to have striven to take seriously certain things which cannot be grasped through the instrumentality of the physical body, but only through “imaginative” forces—just as art itself can only be grasped by “imaginative” forces. Man's physical body is built up like a natural product; it is a work of nature. Man's etheric body is built up like a work of art; it is a real work of plastic art—only, it is in constant motion. And what man receives (for his enjoyment) from understanding a work of art, must be intensified and clarified, must become perception which he takes seriously, i.e., “Imagination,” “Inspiration” and “Intuition.” Man then understands what is willing to reveal itself to him to-day. For behind present events waits concealed what can only be understood spiritually. One should feel deeply that the spiritual revelation trying to enter our present world can only be grasped through spiritual science itself i.e., through that thinking and feeling, through those inner impulses of will which can be trained by spiritual science and belong to the same region of soul as artistic perceptions—though these are not taken seriously and remain mere mirror-images.

At one time I tried to draw attention to something that is urgently needed by the present age. Naturally it was not understood because of the philistine character of our science—that terrible monster of official, academic science. My book “Philosophie der Freiheit,” which appeared in 1892, contains a chapter entitled “Die Moralische Phantasie” (Moral Imagination). In terms of Spiritual Science one could say “imaginative moral impulses.” I wanted to point out that the domain usually reached only in artistic fantasy must now be grasped by mankind in all earnestness, for it represents a stage that man must attain in order to receive the super-sensible which cannot be grasped by the brain.

At the beginning of the nineties I wanted to point out, at least in regard to man's moral perceptions, that the super-sensible must now be grasped in all earnestness. One should realise all this to-day; one should feel that the thoughts, the inner impulses of soul that were carried over into the catastrophe of the world-war and into the present period of social upheaval are no longer of any use. We need new “impulses” (or springs of action). If one comes to-day with a new “impulse,” it is the last thing that people understand. For if one brings a new “impulse,” whose source is entirely within the spiritual world, and presents it as a remedy for the evils of our age, complaints are heard on all sides, from the extreme right to the extreme left, that it is all incomprehensible. Of course one does not understand it if one wants to retain the old forms of thinking. But to-day it is necessary to overcome these old forms, re-modelling one's whole soul inwardly. All external revolutions, no matter how agreeable to this or that party or class, lead into the worst of blind alleys and will bring the greatest misery to mankind if not illuminated by the inner revolution of the soul. This means throwing off one's absorption in the purely materialistic view of the world and preparing actively to receive the spiritual wave that is willing to invade human evolution as a new revelation. The revolution from matter to spirit is the only salutary revolution; all others are only like diseases of childhood—scarlet-fever or measles—afflicting the early stages of what is trying to come to healthy expression in the emergence of the spirit at the present time.

A strong inner resolution is necessary to-day if we are to be equal to the demands made upon us by our present age. Let us consider in all earnestness that it is a spiritual world that is trying to invade our life. Spiritual forces are there and we should make our decisions, our deeds, our whole thinking dependent on them. This is demanded of us to-day! Much is changing in the present time. Let me point to something symptomatic which also sounds strange when spoken of, but appears of the greatest importance when viewed spiritually.

I have just spoken to you of the etheric body as a necessary instrument for a certain spiritual understanding of what in art need only remain a mirror-image. Now we know from Spiritual Science that in addition to the physical body and “etheric body” we possess an “astral body”—or whatever you like to call it. It is the psychic element proper and is essentially more spiritual than the “etheric body.” At the time of his physical development man was naturally more “remote” from this than from his “etheric body.” For the “etheric body,” underlying, as it does, the physical body, has a kind of “form” [Bildgestalt] even though it is a “form” in constant motion. The “astral body,” however, is really formless. When we speak of it, we are speaking of an “image” or “picture” which, we know, is only intended to “represent” the “astral body,” for this is really formless. The “astral body” has been changing during the last three to four centuries and is very different in modern man. The human beings of the past had “astral bodies” that were, comparatively speaking, permeated with all kinds of spiritual forces; the spiritual feelings and impulses at work in their lives were due to this spiritual element in their “astral bodies.” To-day our “astral bodies” have becomeempty. They are remarkably empty, and this is because, at the present time, when the power of the spiritual world is striving to reveal itself from without (to a certain extent), man is to receive this external spiritual world. Hence his “astral body” has gradually become empty. He ought to fill himself again with what is revealing itself from without. This has a quite definite effect on man. And now I am coming to a fact which, as I have already said, sounds so very strange when one speaks of it just as strange as when one speaks of the child's melancholy countenance. Nevertheless it is a fact.

The most important event in the series that led to the outbreak of the catastrophe of the world-war fell—so far as Berlin was concerned—on the 1st [of] August, at some time between a quarter past three in the afternoon and eleven or twelve o'clock at night. Various people were concerned—people belonging, of course, to our materialistic age. Now for the materialistically-minded man of to-day that is the most unfavourable time for making decisions. For we have come to a very, very important point in human evolution. The man of to-day cannot form sensible decisions at all if he does not wake up with them in the morning. This is true, however strange it may sound, and men will recognise it more and more from external acts. It is not necessary that we should be conscious of these decisions; in our sub-consciousness we live through in the night what we can experience on the following day. Man has not yet got so far as to be able to survey it prophetically, but that is not the point. If you harbour a thought at 3:30 or 6 o'clock, it may be a thought that you have already had in the night and now arises in you again. If, however, a thought arises that you have not already formed in the night but which is produced from out of the events of the day, it cannot be a reasonable thought in the case of the man of to-day. The man of to-day has to draw his most important impulses from the spiritual world. These do not come from the physical world at all. To-day we cannot but be “unreasonable” if we do not bring our decisions with us, if we do not appeal to this life in the spiritual world. When our “astral body” is free at night, i.e., outside the physical and “etheric” bodies and together with the spiritual world, that which is most essential takes place; it is prepared for the Reason of the day (and more so than in the case of our ancestors). The moment of waking should be sacred for the modern man. He should feel: I come from the spiritual world and enter the physical; all that is good, all that makes me capable of being a reasonable man, I have experienced between falling asleep and waking up, through intercourse with the spiritual world, through intercourse with the dead I have known in life and who have died before me—in short, through intercourse with those who are no longer in a physical body. I experience it when I am with them in the purely spiritual world. From this experience I ought to draw the fundamental mood of sacred regard for the moment of waking; this fundamental feeling will then make it possible for me throughout the day to say in one case “Here I am helped by a spiritual impulse” and in another case “Here I receive no help; this must not be decided before tomorrow.”

That is a way of conducting one's life spiritually, really reckoning with spiritual factors. Of course, in a materialistic age men do not reckon with spiritual factors for they are always so “clever.” They believe that nothing more than the instrument of the physical body is required in order to be clever. They do not appeal to what can be revealed to them when they are separated from their physical body and are together with the spiritual world in their “astral body.” Nothing but the will to conduct life spiritually, the will to allow spiritual decisions, spiritual impulses, to play a part in what we do in the physical world can make humanity healthy again.

This is what man should really consider thoroughly to-day. The anthroposophic view of the world cannot consist in a number of abstract concepts which we receive, studying them and resting content that we have a different view of the world from that of others. No; our whole thinking and our whole feeling must become different, so that we realise that we must let our life be penetrated by the light of the spirit. Humanity's present misfortunes have come from its refusal to entertain the spiritual—an attitude that has been cultivated to the utmost. The catastrophe of the world-war has, more than any previous event, arisen from external, purely material causes. It has therefore been the most terrible catastrophe of all. Man should learn from it that he was driven into it by his previous thinking, feeling and willing; he will not come out of it—though it will assume other forms—until he boldly determines to undertake the inner transformation of his soul.

The facts which I have put before you are indeed facts: the melancholy expression on the faces of children, the necessity of using our etheric body for gaining an understanding of the world, and the necessity of appealing to the moment of waking, to what remains of the previous sleep and glows on, as it were, in us.. It will be more and more necessary for man's future evolution that he should let the spirit play an active part.

One should understand that the anthroposophic view of the world is not intended as something sensational for “psychic idlers”—and many of our present day mystics are just that. One should see in it not a kind of dessert supplementing life's external, physical enjoyments, but something connected with the deepest impulses of our cultural life. The latter cannot become healthy unless fructified by the anthroposophic view of the world. We should engrave this fact deeply upon our souls when we have learnt to know this anthroposophic view.

With the above words I wanted to describe, from a certain point of view, the present decisive moment in human evolution. Of course it is quite easy, if we judge with the thoughts of the age, to condemn as mere foolishness the important things that are most in need of being said to-day. People believe themselves Christians but have not even understood the saying that what is wisdom with man is often foolishness unto God, and that all foolishness—perhaps folly and madness—before men can yet be wisdom unto God. Indeed, people to-day forget so easily the inner impulses and like to cling to the empty phrase. When one speaks to men to-day and utters the word “Christian” or “Christ” or “Jesus” after every fifth word, one is considered to be speaking in a Christian sense, even if what one is saying may be very unchristian. But if we hold we are making known what the Christ is revealing to our souls to-day, and if in doing so we take account of the commandment: “Thou shalt not take the name of the Lord thy God in vain”—a saying that has been carried over into Christianity—people find it unchristian. They repeat, in parrot fashion, the Ten Commandments, but take the name of their God in vain every moment and believe themselves to be specially Christian in consequence. So, too, one is not regarded as a true German if one has not always the word “German” on one's lips; though to-day the important thing is to see that the deepest forces of the German people have been, as it were, trampled under foot during the last thirty years and must be raised again by a spiritual deepening. We look to the West and find a civilization that strives to become completely materialistic, though it has, at least, a certain inner surety of instinct and on this account cannot completely drown in materialism. We look to the East and find a cultural life that despises the West and us too, for the Eastern culture still clings to an ancient spirituality and is renewing it in a certain way. We stand between these and are called to find the right path between Western materialism, and Eastern spirituality (which is not suitable for us). We in Central Europe should become conscious of our great responsibility and conscious, too, how much our sense of responsibility for this position has been lost in the last decades. What has our spiritual life become? An appendage to the political life and to the economic life. The state as trustee of the spiritual [cultural] life, especially of education, has destroyed the spiritual life. The economic life on which we depend for our daily bread has further destroyed us. We require a free spiritual life, for only into such can we introduce that which the spiritual world would reveal to mankind. This stream of spiritual life must descend! But it will never reveal itself to the servant of the state, the state professor; and it will never reveal itself to one who, in the spiritual life, is the coolie of the economic life. It will only reveal itself to him who has daily to struggle with the spiritual life and stands within the free life of the spirit. Our age requires the life of the spirit to be set free from the shackles of the state and of economics.

These things which are being made known to-day in another form through our “Threefold State” proposals, are the Christianity of to-day; they are, spiritual revelations clothed in external forms. They are what men need; they alone offer men a real basis and a real possibility for learning anew to transform their thinking. It is this that is so necessary for mankind to-day. We have had to wage war with a country that possesses an instinctive political life of great perfection and has long possessed many colonies with which it has industrial ties. We have fought as a country with an industrialism that was only developing and which wanted to possess colonies. For these strivings we required “spirit” [Geist]—and no one had committed the sin against the Spirit more than those who took a leading part in the economic life of Germany during the last three decades. For their programme was: rejection of the spiritual life, surrender to mere chance, blind chance. It is as if the World Spirit had wished to give the German people the greatest lesson by imposing the greatest test. This nation was to be shown the Spirit cannot be ignored. But it appears as if this is being learnt with difficulty, for this nation is still inclined to condemn everything else rather than lack of consciousness of responsibility towards the spirit. The lamentable events occurring in this domain to-day show that men's souls are still asleep. There is a total lack of conscious realisation how ill-fitted for their task are the men who guide the destiny of the German people and have to represent it before the West. There is simply no realisation that the whole delegation_, to Versailles is senseless because of the men taking part. The will not to see events as they are is still a witness to the fact that men's souls are asleep; otherwise they would have said long ago: The delegates to Versailles whom we have sent are as unfitted as possible to understand the present moment of world history. One will only judge these things correctly when one becomes conscious of responsibility towards the spirit—when one recognises that we are living in a very important moment of the world's history and that it is our duty to take things very seriously. In certain fields there is much talk about this, that and the other, and it is more comfortable to say: those who hold the responsible positions will manage somehow. But nothing good can come if those who hold responsible positions to-day still harbour the old thoughts. Whether they be old-fashioned aristocrats, or decadent aristocrats, or Marxian Socialists who know nothing about the world but, at most, have absorbed something of Marx' “Kapital”—whoever they be nothing good can come if they do not develop the will to turn their souls from the old to new thoughts. The revolution of the 9th [of] November, 1918, was no revolution, for what has changed is only the external stucco. But what is trying to change can be seen most clearly in those who now wear the outward stucco instead of those who wore it previously. It is necessary to see what lies at the base of all this. But thoughts are necessary, and for these one must have the will; and this will can only come when trained through active intercourse with the spiritual world. On this account active intercourse with the spiritual world is the sole real balsam that humanity needs.

This is what I wanted to put before you in a form in which it must appear to one to-day in face of contemporary events. I wanted, as the opportunity was given us to speak together again, to put this before your souls so that ever more and more and in ever wider and wider circles within our Anthroposophic Movement a striving might arise which can not only give the single individual an inner feeling of comfort but can bear fruits for the cultural life of the whole of humanity.

It is a deep satisfaction to me to see how many more friends of our Anthroposophic Movement are present to-day than a year ago. May the Spirit now quickening the development of the world and of humanity bring it about that in another year there may be as great, or even a much greater, increase in our numbers. For the more human souls there are who become convinced by this Spirit of the need for the new thinking, feeling and willing, and for a new sense of responsibility, the better it will be.

Yesterday I tried to give you some idea of the way the Greeks thought about the relationship between the human soul and our Earth evolution, laying special emphasis upon two things. I said the Greeks were conscious that in primeval times the soul had been gifted with clairvoyance, and they regarded Persephone, the daughter of Demeter, as the ruler of those clairvoyant powers which played into men's souls from the cosmos. On the other hand I showed how the entire intellectual civilisation of mankind can be traced back to the stream associated with the names of Odysseus, Menelaus and Agamemnon. I tried to make you feel that this civilisation calls for a continual sacrifice. Thus the finest feelings and sentiments of which the human soul is capable, when it comes under the influence of this intellectual civilisation, were offered up to a kind of religious sacerdotal-ism, and the sacrifice of Iphigenia expresses this thought for us. Such views enable us to realise that the tradition, and to a certain extent the actual knowledge, of what we are now endeavouring to regain through Spiritual Science was still very much alive in ancient Greece. We draw attention to the fact that in primeval times the soul had clairvoyant capacities. You can read in my Occult Science—An Outline how in Atlantis men saw into the spiritual world and how cosmic forces appeared to them as actual forms or figures; so that men did not then speak of abstract forces, but of real Beings. Such a figure as Persephone is a relic of this consciousness. Through Spiritual Science we are struggling gradually to come to know again from our modern viewpoint the same living reality in the spiritual world which was familiar to men in primeval times, the same living Beings who lay hid behind the figures of Greek mythology.

The more deeply one goes into Greek mythology, the greater is one's respect, one's admiration, for the profound cosmic wisdom which lies behind it. To give you some idea of this, let me just mention one thing. I said yesterday that Greek mythology draws attention to two different trends—to the intellectual civilisation associated with the names of Menelaus, Agamemnon and Odysseus, and so beautifully exemplified in the sacrifice of Iphigenia, and to the other culture associated with Persephone and her mother Demeter. Now a thoughtful person will naturally reflect that such movements do not take their course in complete independence. Despite their apparent separation there must have been a point of contact somewhere. How does Greek mythology express this profound truth? We know that modern scholarship has nothing but a few abstract ideas to offer in this connection. But Greek mythology traces the ancestry of Agamemnon back to a representative of human soul-forces whom we may call Tantalus. According to the Greek legend Tantalus wantonly offered his own son to the gods as food. We know too that the gods recognised the impious nature of this act, and only one—a goddess—partook of a shoulder-blade. That goddess was Demeter. In this remarkable touch of symbolism—Demeter's eating of the shoulder-blade of the son of Tantalus—we find an indication that there is a connection between the two streams. It confirms that Demeter forces enter into the entire modern civilisation associated with the names of Agamemnon, Menelaus and Odysseus. Thus every item of Greek mythology has its correspondence in what we are bringing to light again in the form of modern spiritual wisdom. It is worth while to call attention now and again to such deeply significant features. It brings home to us the fact that the way man looks at the wonders of Nature changes in course of time. Our natural science is proud of its interpretation of Nature. There seems little ground for this pride when we reflect that by representing the force hidden in the depths of Nature as the female ruler of the wonders of Nature, the Greek system of divinities showed a far deeper wisdom than the science of today has any inkling of, or will so much as guess at until Spiritual Science is allowed to penetrate into our civilisation. It can give a considerable spur to our own knowledge, to the knowledge which we have acquired in the course of years, to consider it in relation to the depths of wisdom in Greek mythology.

One feature of The Mystery of Eleusis draws attention to an important natural wonder. What is really the crucial event of the drama? Persephone, who represents the ancient clairvoyant forces of the human soul, is carried off by Pluto, the god of the underworld. The whole wondrous action comes alive for you in the Pluto scene of the reconstructed drama; once more we have it before our very eyes ... what does it mean, when we apply what Greek mythology and the Mystery of Eleusis thus express to the nature of man himself? What in terms of Spiritual Science has happened to the old clairvoyant faculty of the human soul? This rape of Persephone has in fact been going on from the earliest times right up to our own day; the old clairvoyant culture has vanished. But nothing in the world ever really disappears, things are really only transformed. Whither, then, has Persephone gone? What is the Regent of the old clairvoyant forces doing today in human nature? In the opening chapters of a little book¹ now on the verge of publication, and which virtually reproduces the contents of my recent lectures in Copenhagen, you can read that the human soul encompasses far more than what it knows by way of intellect, by way of reason. A more comprehensive soul-life, a subconscious soul-life, is at work in us—it is better to call it subconscious rather than unconscious—a soul-life which in most modern men does not emerge into consciousness at all. In this subconscious life which is at work today in the human being without his being able to give a reasoned account of it, is Persephone; that is where the suppressed clairvoyant forces have gone. Whereas in primeval times they worked in such a way that the soul could see into spiritual worlds, today they work in the depths of the human soul. They assist in the development and formation of the ego principle, making it firmer and firmer. Whereas in primeval times these forces were dedicated to the task of making man clairvoyant, today they devote themselves to the establishing to the consolidation of our ego. Thus these Persephone forces have been drawn down into the human subconscious, they have been embraced, have so to say been raped, by the depths of the human soul. Thus in the course of the historical development of humanity, the rape of Persephone has been brought about by soul-forces which lie deep in the subconscious, forces which in outer Nature are represented as Pluto. According to Greek mythology Pluto is the ruler of the underworld, of the interior of the earth. But the Greek was also aware that the same forces which are at work in the depths of the earth are also at work in the depths of the human soul. Just as Persephone was carried off by Pluto, in the same way, in the course of human development, the soul was robbed of its ancient clairvoyant capacity through Pluto's intervention.

Now Persephone is Demeter's daughter, and so we infer that in Demeter we have a still older ruler, both of the forces of external Nature and of the forces of the human soul. I said yesterday that Demeter is a figure of Greek mythology whom we associate with the kind of clairvoyant vision which belongs to the very oldest endowment of wisdom of Atlantean humanity—for it is in Atlantis that Demeter is really to be found. When an Atlantean man gazed into the spiritual world, he saw Demeter; she really came to meet him. When, out of this spiritual world, this whirling world of constant movement and changing forms, the archetypal mother of the human soul and of the fruitful forces of Nature appeared to him, what did he say? He said to himself, not in full consciousness, but as it were in the unconscious, ‘I myself have done nothing, I have gone through no inner development, as later ages will do, in order to see into the spiritual world. The same forces of Nature which have given me my eyes, my brain, my organism, and are active in me, these very same forces give me also the power of clairvoyance; just as I breathe, so also I have clairvoyant sight.’ Just as man went through no special development to produce breathing, so at that time he did not form his own clairvoyant faculty, but both these things were given to him by the powers of Nature, by divine Beings. When man turned his attention to what was outside him, to what existed all around him, and along with the sensible received the spiritual, he consciously felt: ‘I absorb into myself the substance of the plant kingdom in the world around me (a plant kingdom quite different from our present one), I absorb from outside everything that is growing, but with the substances I take in also the forces active in them.’ The man of that time was not so hopelessly limited in his outlook as to believe that what he took in as food was only physical substance, only something which could be analysed by the chemist; he knew that with the substances he took in the inner configuration of the forces which are active in them, and that it is these forces which construct him, which build up his body again. Atlantean man said to himself: ‘Outside in Nature, forces are at work; through my breathing and through the food I eat they enter into me. What they are outside me is under the control of the great Demeter. But Demeter sends these forces into the human soul, there they are worked upon and transformed into the faculty of clairvoyance.’ (We may call these forces the process of digestion, but the digestion was then a spiritual one.) ‘Through the forces under the control of Demeter, the fecundating goddess of the whole world, the clairvoyant capacity represented by Persephone is born in the human organisation.’ Thus Atlantean man feels that he too has his place among the wonders of Nature. He feels this clairvoyant capacity born in him as the birth of Persephone, he feels that he owes this birth to Demeter, who spreads abroad in the wide cosmos the very same forces which in man develop into the faculty of clairvoyance.

Thus the man of old looked up to the great Demeter, and in ancient Greece man was still aware that it had once been so. But you will have already realised from this that the human organism, the entire bodily constitution, has changed since those ancient times. The human body of today, with its organisation of muscle and bone, is substantially denser, more compact, than the bodies of those men who were still able to give birth to Persephone within themselves, since they still had the faculty of clairvoyance. And because this organism of ours has become denser, it can also hold fast the clairvoyant forces in the sub-earthly realm of the soul. The imprisonment of the clairvoyant forces within human nature comes about as a result of the densification of the human body. And when the ancient Greek feels the old, more delicate, rarefied body becoming denser, it is because he is taking in forces which are active in the inner earth, whereas formerly he had been more under the sway of forces connected with the surrounding air, which rendered him in consequence softer, more supple. And what is active in the sub-earthly realm, the realm governed by Pluto, obtained a greater and greater influence on the human body, so that we may say that Pluto obtained an ever increasing hold over man; he densified the human body and in doing so abducted Persephone. This densification went on right into the physical body. For even in the earlier postAtlantean times the human organisation appeared very different from what it does today. It is very shortsighted to think that the human being was always formed as he is today.

Thus we see that the rape of Persephone and man's connection with Demeter are really expressions of the wonders of Nature within man himself. They show us how Greek mythology was dominated by the consciousness that man is a microcosm, an expression of the macrocosm, the great cosmos. As Demeter works without in the powerful forces of all that brings forth fruit from the Earth, so also is what comes from Demeter active within us. As the forces represented in Greek mythology by Pluto are active within the Earth and not on the Earth's surface, so does Pluto work in man's own organism. We must be able to blot out entirely the usual way of looking at things today, our own habits and customs, if we want to understand the completely different habit of thought even of people as recent as the Greeks. When the modern man wants to make laws he looks to the government, he looks to his parliaments. This is of course, not a criticism, it is merely a comment. That is where our laws come from today, and a man would probably be considered a fool if he were to put forward the theory that cosmic forces pass through the heads of the sitting members! We will not pursue this any further; it is sufficient that the man of today would find such an idea grotesque.

It was not so in prehistoric times, it was not even so in ancient Greece. In those times there was prevalent an idea so wonderful, so impressive, that modern man can scarcely believe it. Think of all that I have told you about the development of the Greek gods. I pointed out how Demeter worked in ancient times, how she instilled her forces into human nature—her forces which were active in the plants and caused her child to be born in that human nature. That is what Demeter did in ancient times. Now there were also other gods working in like fashion both with the forces of Nature and the wonders of Nature. How did they work? Well, when the human being ate and when he breathed, he knew that the forces which he took in from the air and from the plants came from Demeter, and he knew that it was Demeter who gave him his clairvoyant consciousness, but he knew too that it was she who taught him how he had to behave in the world. There were at that time no laws in the later meaning of the term, there were no commandments outwardly expressed, but since man was clairvoyant, it dawned in him clairvoyantly how he ought to behave, what was right, what was good. Thus in those very remote times he saw Demeter, who gave him his food, also as the cosmic power of Nature who, when he took in foodstuffs, so transformed their forces within him that they gave him his morality, his rule of conduct. And the man of old said to himself: ‘I gaze upwards to the great Demeter, and whenever I accomplish something in the world, I do so because forces active in the plant world without are sent into my brain.’ This Demeter of old was a law-giver, giving law which did not flash up into consciousness, but which was self-evident, impelling the soul. And it was the same with other gods. In nourishing human beings, in causing them to breathe, in prompting in them impulses to walk and to stand, they at the same time gave men the impulse for morality, for the whole of their outer conduct. When the gods assumed the forms they had later and of which we have spoken ... when Demeter saw her child Persephone lost in man's nature, saw her raped as it were by the now denser human body so that these clairvoyant forces could henceforth only be used for coarser bodily nutrition. ... When at that point she so to say gave up imparting the moral law directly, what did she do? She instituted a Mystery, thereby providing a substitute, a new form of law, for the old law which worked through the forces of Nature. Thus the gods withdrew from the forces of Nature into the Mysteries, and gave moral precepts to men who no longer possessed a morality drawn from the activity of Nature within them.

This was the essence of Greek thought in the matter, that originally the gods bestowed morality upon men along with the forces of Nature; then the forces of Nature more or less withdrew, and later the gods substituted a moral law in a more abstract form through their messengers in the Mysteries. When man became estranged from Nature he needed a more abstract, a more intellectual morality, hence the Greeks looked to their Mysteries for guidance in their moral life, and in the Mysteries they saw the activity of the gods, as previously they had seen their activity in the forces of Nature. For this reason the earliest Greek period attributed the moral law to the same gods who were at the back of the forces of Nature. When the Greeks spoke of the origin of their earliest laws they did not refer to a parliament, but to gods who had come down to men and who had in the Mysteries given them the laws which continue to live in human morality.

But as the human body became denser and denser, as it became transformed, what happened to the original Demeter forces? If I may use a very rough illustration, you all know that one cannot do with ice what one can do with water, because ice is in another form. In the same way one cannot do with the solid human body what it was once possible, out of the forces of Nature, to do with the finer body. Into this more rarefied body Demeter had been able to instil, with the products of Nature, the spiritual forces which were in them and thereby to develop clairvoyant forces.

What became of the Demeter forces as a result of the solidifying of the human body, or to use the language of Greek mythology, through the rape of Persephone by Pluto? They had to take a back place in the organisation of the human body, they had to become less active; man had to be alienated from the direct influence of Demeter, to become subject to other forces, forces to which I called attention yesterday. What is it that makes the denser human body fresh and healthy? Just as of old it was Demeter, now it is Eros, it is what is represented in the Nature-forces by Eros, who brings this about. If Eros were not working upon the human body, if Demeter had continued to work, the body would be shrivelled and wrinkled throughout life. Today, Demeter forces are not to be found in youthful bodies, in chubby rosy cheeks; they are in the body just when it eliminates the Eros forces, as it does when it becomes older, when it becomes shrivelled and wrinkled. This profound truth is actually portrayed in The Mystery of Eleusis. After the rape of Persephone, Demeter appears before us denuded of her original forces. She is transformed by Hecate, so transformed that she now bears the forces of decline. The rape of Persephone also represents the withdrawal of Demeter from the bodily organisation in the course of the historical development of humanity. How splendidly those ancient wonders of Nature are expressed in the figures of the ancient gods! When in old age Eros begins to withdraw from the human body, then the influence of Demeter begins again. Then Demeter can, once again in a way, enter the body, then forces of fruitful chastity can predominate, while the Eros forces fall into the background. We are touching upon a tremendous mystery in human growth, human development, when we speak of old age, when we speak of the metamorphosis of Eros into Demeter forces. Secrets such as this were hidden deep within the Eleusinian drama, so deeply hidden that no doubt anyone with the usual education of today would regard everything I have just said as fantasy. In fact, however, it is the pronouncements of materialistic science about these things that are fantastic, that is where all the dreaming and the superstition really lie!

What is it then that, between the time of Atlantis and our own time, has really changed in human nature? It is that part of man in which his essential being is ensheathed. His essential being is enclosed in three bodily sheaths; it is enclosed in the physical body, the ether body and the astral body; our innermost, our ego, is hidden within these three sheaths. These three have all become different in the course of evolution from the age of Atlantis up to our own time. What is the essential drive which makes these sheaths different? We have to look for this impulse primarily in the ether body. It is the ether body which is the energising influence, which is the really impelling factor. It is the ether body which has made the physical body denser, and which has also transformed the astral body. For these three bodies are not like the rind of a fruit, or the layers of an onion, one outside the other, but their forces mutually interpenetrate, they are in living interplay with one another. The sheath which plays the most important part in this process of transformation, in this historical development of the human being, is the ether body. Let us make a diagram of the three bodies to illustrate this. I will draw them simply as three layers lying one under the other.

We have to look for the real forces, the effectual forces, especially those of Eros and Demeter here in the ether body; from the etheric they are sent upwards into the astral body, and downwards into the physical body; that is to say, the ether body has an influence both on the astral and upon the physical bodies. During the period I have referred to the ether body makes the physical body definitely denser, more compact; it so transforms the astral body that it no longer develops forces of clairvoyance, but only the intellectual forces of human nature. Because man has been transformed in this way, because the ether body has brought about a transformation in all three bodies, important and fundamental changes have taken place. They have all three been changed. The Atlantean body, even a post-Atlantean body of the first period, was utterly different from a body of the present day. All the relationships and conditions of life were quite different, everything has changed.

If we look at the physical body as it develops from the earliest times right up to the present day, we see that through having become denser it has come more under the influence of its physical environment whereas the delicate physical body of old was more subject to the spiritual conditions of existence. Hence certain characteristics of the physical body which did not exist earlier in a similar form have been enhanced; the causes of disease, of illness, in the physical body in particular have become quite different. In olden times what we call sickness and health were due to quite other causes. In those times human health was directly dependent upon conditions in the spiritual world. Today the physical body is bound up with external physical conditions and therefore dependent upon them; today we have to look for the requisite conditions for health more to the external physical environment. Thus, to use the language of Greek mythology, because of the rape of Persephone by Pluto and her captivity in the nether world of human nature, man in his inmost being has become subject, so far as sickness and health are concerned, to external conditions. That is one of the things which has happened to humanity.

The second thing has to do with the ether body itself. Besides being the source of the forces of metamorphosis, the ether body has also changed in itself. In primeval times this ether body was so organised that the human being did not get to know the world in the way he does today; but when through the old Persephone clairvoyance he gazed into the spiritual world he saw pictures of spiritual Beings. Man saw around him a world of images. Of course it was the forces of the astral body which called forth these images, but the astral body would not have been able to see them if it had depended upon itself alone. The astral body does not of itself see images. Just as a man does not see himself advancing unless a mirror confronts him, so the astral body would not see the images it produces if its activity were not so to say reflected back by the ether body. Thus it is the ether body which brings to the point of vision, to perception, the images called forth by the astral body. What man perceives of the goings-on in his own astral body is what is mirrored for him by his ether body. If all our inner astral processes were not reflected by our ether bodies we should of course still have the astral body's activity within us, but we should not be aware of it, we should not perceive it. Hence the whole picture of the world which the human being makes, the total content of his consciousness is a reflection of his ether body. Whether a man knows anything of the world depends upon his ether body. This was so in the old clairvoyant days, and it is still so today.

What is the secret of the ether body? Its secret is that it is the key to knowledge of the world. What the world brings about in the astral body would not open the door to knowledge of the world were it not for the ether body. The ether body contains all that I have referred to in certain passages of the two Mystery Plays² of mine which you have just seen performed. The Plays mention the labyrinth of thought, the threads which have to weave our knowledge of the world. We do not come to know the world merely by looking at it. Either, as in the old clairvoyance, we move from picture to picture, or as in modern intellectualism, we move from thought to thought as if through a labyrinth. This association too is brought about by the activity of the ether body. Thus what we may call the key and what we may call the threads which connect the single images of our consciousness when we acquire knowledge of the world have both undergone a change. Thus you see what is dependent on the forces of the ether body and what has to be changed in these forces.

Let us now consider the third member, the astral body itself. This is the element in us which is subject to the influences of the world and in which the forces and the skills are formed which are then reflected by the ether body. Knowledge is kindled in the astral body; it is brought to consciousness through the ether body. A thought, an image, is kindled in the astral body; we have these in us because we have astral bodies. But these thoughts and images become conscious in us because we have ether bodies; they would still be in us even if we had no ether bodies, but we should not be aware of them. The torch of knowledge is kindled in the astral body; this torch is reflected as conscious knowledge in the ether body. This torch of knowledge which is kindled in the astral body has changed in the course of the historical development of mankind; in ancient times man had clairvoyant or imaginal knowledge; today he has intellectual or rational knowledge. That is the change which has come about in the astral body.

Thus during the course of the historical development of man forces have been at work in his nature which have changed his whole relationship with Demeter. Out of the human body, once so rarefied, Demeter was so to say driven. She was driven out of the astral body with its lost clairvoyant capacities and Eros took her place. In return, as I have shown you today, certain different Eros-free forces in human nature came more under the sway of Demeter. Thus during this period from the time of Atlantis up to the present day a force has been working on the development of human nature in three ways: there is a triple kind of development, of transformation, a triple kind of metamorphosis, emanating from the ether body and working upon the physical body, upon the ether body itself, and upon the astral body. This force of genetic change has been and still is in human nature. It changes us from youth to age by leading over the forces of Eros into those of Demeter. There is in our organisation this threefold development which in the physical body brings about changes in the conditions affecting sickness and health, which causes the ether body to reflect knowledge in a different way, and which transmutes the torch of knowledge in the astral body. How wonderful it is to find these genetic forces represented in Greek mythology, forces which are active in all of us, forces which transform our astral bodies and therefore the nature of Demeter herself. These human etheric forces which work upon the physical body, upon the ether body itself and upon the astral body are represented by the threefold Hecate. Whereas today we say that forces of metamorphosis emanate from the ether body in a threefold way, the Greek spoke of the threefold Hecate.

One of Nature's wonders in the genesis of the human organisation is expressed in this threefold Hecate. We there get a glimpse into immense wisdom. You can still see the statue of this ‘triple Hecate’ in Rome today.³ It reveals how one of her aspects has to do with the conditions determining sickness and health, being furnished with the symbols of the † and the serpent (this latter symbol was also assigned to Aesculapius as the representative of medicine). The † represents the external destructive influences upon the human organism. The endowment of one aspect of the threefold Hecate with these emblems indicates forces which act upon the ether body in its development. The second aspect of Hecate had to indicate that in the ether body itself the key to knowledge of the world had changed; what are the symbols shown by this second form? They are the key and the coil of rope, typifying the labyrinth of thought. The third Hecate carries a torch—the torch of knowledge developed in the astral body. We cannot help feeling that the way in which this profoundly meaningful figure is regarded in our materialistic age is one great mass of superstition. What new life such profound and impressive symbols as that of the threefold Hecate will acquire when we know once more what they mean! When the soul steeped in Spiritual Science stands before such a statue, ancient Greece will arise anew in her thought, all the knowledge of the spiritual nature of man mysteriously hidden in such a statue will stream into her again. We should not take these things in an abstract way. Of course we can only express them by clothing them in abstract thought, but all this can become for us living feeling if we permeate ourselves with the consciousness that Hecate has only changed the manner of her activity, that she is in us even today, is at work in every single one of us.

The ancient Greek said that not only humanity as a whole but every individual is subject in his development to the forces of Hecate, in the changes undergone by physical, etheric and astral bodies. Hecate works in man in a threefold way. But what was communicated to the soul at that time in pictorial form can also be learnt again today. How is this expressed by the pupil of Spiritual Science, who no longer speaks in this pictorial way? He says that in the course of the development of the individual from birth to maturity his sheaths undergo changes. In the first seven years the physical body is changed, in the second seven years the ether body, in the third seven years the astral body. The forces which you find described in my little book Education of the Child⁴ without the use of pictures, work in the human organisation in a threefold way. They are the Hecate forces. When Spiritual Science describes for you how up to the change of teeth the human being develops primarily his physical body, it is saying that one form of Hecate is working in him. There we are saying in a modern way what the Greek meant when he represented one part of Hecate with † and serpent; and the second seven years of transformation, when the ether body works upon itself, is represented in the key and the coil of rope; and the third seven years, during which changes take place in the astral body, is represented in the emblem of the torch. Thus long ago I said in modern form what was expressed in the ancient Greek Mysteries by the figure of Hecate.

That is also the meaning of the development of our European civilisation. Going back to Greek times, we find in the tradition of Greek mysticism, of Greek mythology, the powerful pictures which were placed before the pupils in order to awaken in them the knowledge which man at that time needed. In a different way the figure of the threefold Hecate awakened the knowledge which we today absorb when we grasp the doctrine of the threefold change which takes place between birth and about the age of twenty. And when we understand such teaching, then we grasp correctly the course which human civilisation has to take. The old clairvoyant form of knowledge had to be buried in the Plutonic region of the human soul, and for a period, from the time of Socrates right up to our own day, men had to remain more or less in ignorance about all these things. Men had to build up, to consolidate, their egos. But under the surface the old knowledge, the knowledge aroused by those impressive pictorial images of the Greeks, still remained. It was buried as it were under the load of intellectual culture. Now it is emerging again from the dark depths of the spirit. What was submerged in the depths of the soul is coming to the surface again for the life of today in the form of Spiritual Science. Today we are again beginning in the way I have described in Education of the Child to recognise the threefold Hecate in a more abstract way. This is preparing the human soul for a future clairvoyance which is already in sight, notwithstanding our intellectualism.

The triple Hecate, Demeter, Persephone, and all those other figures of whom Greek mythology tells us, were not in Greek times abstractions as the credulous scholars of today imagine. No, they were living figures of Greek seership! All these figures will appear again to clairvoyant vision, which in the future will press more and more urgently upon man from the spiritual world. And the force which penetrates into human souls in order to lead them up again to clairvoyance—or I could also say in order to bring down clairvoyance to them—is the force which was first prepared as conscious thought in the old Jahve civilisation, and then reached its full development through the coming of the Christ Being, who will become ever better understood by men. And when among the adherents of genuine Spiritual Science it is said that this clairvoyant vision of the Christ, who has been united with the Earth since the Mystery of Golgotha, is already beginning in this twentieth century, it is also made clear that this return of Christ will certainly not be in a physical body, but will come about for etheric vision, as it did for Paul at Damascus.⁵ The power of the Christ provides all the impulses to enable human nature to rise again and to see all that has been buried in the depths of the soul—such as for instance, the figures of the Greek gods. That will be the greatest event for the future history of the human soul. It is the event for which Spiritual Science must prepare, so that the soul may become capable of acquiring the etheric vision. In the next three thousand years it will lay hold of more and more souls, the next three thousand years will be devoted to kindling the forces in the human soul which will make it aware of the etheric wonders of Nature around it. It will begin to happen in our own century that one here and one there will see with their etheric souls the reappearing Christ, and within the next three thousand years more and more men will see Him. Then will come the fulfilment of the true oriental tradition, a tradition with which all true occultism is in agreement. At the end of three thousand years the Maitreya Buddha will descend, and will speak to humanity in a form which every human soul will understand, and will mediate the Christ-nature to man. That is the secret guarded by oriental mysticism, that about three thousand years after our time the Maitreya Buddha will appear. What can be added as the contribution of western culture is that the cosmic Individuality who has only once appeared in a human body will become ever more visible to the etheric vision of man; you will find this again emphasised in my Mystery Play, The Soul's Probation. The Soul's Probation. Thereby He will become a trusted friend of the human soul. Just as two thousand years ago the Buddha spoke of what was natural to the best human souls of his time, so in words which will thrill the soul, the Maitreya Buddha will be able to proclaim everywhere what today cannot be proclaimed publicly: the vision of the Christ in the etheric world which is to come. That is the greatest event of the twentieth century, this upward development of human nature towards what we may call the recurrence of the vision of St. Paul. In the vision at Damascus it came to one person only; in the future it will come little by little to all humanity, beginning in our own century. Whoever has faith in the progress of human nature, whoever believes that the soul will develop ever higher and higher powers, knows that it was necessary for the soul which had sunk to the uttermost depths of the physical plane, that the Christ too should appear once in a physical body. It was necessary because at that time the soul could only see the Godhead in a body which was visible to the physical eye, to physical organs. But because, after the old Hebrew civilisation had paved the way for it, this event did take place, the soul is being led to ever higher capacities. The soul's heightened capacities will show themselves in that man will learn to see the Christ even when He no longer walks among men in a physical body, when He shows Himself as He is among us now, as He has been since the Mystery of Golgotha, visible of course only for clairvoyant sight. Christ is here, He is united with the ether body of the Earth. What matters is that the soul should develop so as to be able to see Him.

Herein lies the great advance in the evolution of the human soul. Anyone who believes in this progress, who believes that Spiritual Science has a mission to fulfil in regard to it, will understand that the powers of the soul must become ever higher, and that it would mean stagnation if in our time the soul were obliged to see the Christ in the same physical form in which He was once seen. He will know that there is a sublime meaning in the old Rosicrucian formula about God the Son, who once, and once only, incarnated in a human body, but Who, beginning from our own century, will become visible as an etheric Being to human souls to an ever increasing extent. This is confirmed by prophecy as well as by our own knowledge. Anyone who believes in human progress believes in this Second Coming of the Christ, who will be visible to those endowed with etheric sight. Those who refuse to believe in this progress may well believe that the powers of the soul remain stationary, and still today need to see the Christ in the same form in which He was seen when humanity was plunged in the uttermost depths of matter. They are the ones who can believe in a Second Coming of Christ in a physical body.

• 1. The Spiritual Guidance of Man and of Mankind. (Anthroposophic Press Inc., New York, 1950).
• 2. Die Pforte der Einweihung and Die Priifung der Seele, the first two of four Mystery Plays by Rudolf Steiner. Translated as The Portal of Initiation and The Soul's Probation in the first volume of Four Mystery Plays. The references are to be found in Scene 2 of The Portal of Initiation and Scene 2 of The Soul's Probation. See 1983 edition of the Four Mystery Plays, translated by Adam Bittleston, published by Rudolf Steiner Press, London.
• 3. The triple Hecate. A bronze statuette in the Capitoline Museum.
• 4. Translated by Mary and George Adams (Rudolf Steiner Publishing Co.).
• 5. See The true Nature of the Second Coming. Two lectures by Rudolf Steiner (1910) (Anthroposophical Publishing Co.).

[ 1 ] Man can only come to a true understanding of himself when he grasps clearly the significance of thinking within his being. The brain is the bodily instrument for thinking. Just as man can only see colours with a properly constructed eye, so the suitably constructed brain serves him for thought. The whole body of man is so formed that it receives its crown in the organ of the spirit, the brain. The construction of the human brain can be understood only by considering it in relation to its task, which consists in being the bodily basis for the thinking spirit. This is borne out by a comparative survey of the animal world. Among the amphibians we find the brain small in comparison with the spinal cord; in mammals it is proportionately larger; in man it is largest in comparison with the rest of the body.

[ 2 ] Many prejudices are prevalent regarding such statements about thinking as are brought forward here. Many persons are inclined to undervalue thinking, and to place higher the “warm life of feeling” or “emotion.” Some, indeed, say it is not by “sober thinking,” but by warmth of feeling, by the immediate power of “the emotions,” that one raises oneself to higher knowledge. People who talk thus fear to blunt the feelings by clear thinking. This certainly does result from the ordinary thinking that is concerned only with matters of utility; but in the case of thoughts that lead to higher regions of existence, the opposite happens. There is no feeling and no enthusiasm to be compared with the sentiments of warmth, beauty and exaltation enkindled through the pure, crystal-clear thoughts which relate to higher worlds. For the highest feelings are as a matter of fact not those which come “of themselves,” but those which are achieved by energetic and persevering work in the realm of thought.

[ 3 ] The human body is so built as to be adapted to thinking. The same materials and forces which are present in the mineral kingdom are so combined in the human body that by means of this combination thought can manifest itself. This mineral construction, built up in accordance with its task, will be called in the following pages the physical body of man.

[ 4 ] This mineral structure which is organised with reference to the brain as its central point, comes into existence through propagation and reaches its fully developed form through growth. Propagation and growth man shares in common with plants and animals. Through propagation and growth what is living differentiates itself from the lifeless mineral. Life gives rise to life by means of the germ. Descendant follows forefather from one living generation to another. The forces through which a mineral originates are directed upon the substances of which it is composed. A quartz crystal is formed through the forces inherent in the silicon and oxygen which are combined in the crystal. The forces which shape an oak tree must be sought for in an indirect way in the germ in the mother and father plants. The form of the oak is preserved through propagation from forefather to descendant. There are inner determining conditions innate in all that is living. It was a crude view of Nature which held that lower animals, even fishes, could evolve out of mud. The form of the living passes itself on by means of heredity. How a living being develops depends on what father or mother it has sprung from, or in other words, on the species to which it belongs. The materials of which it is composed are continually changing; the species remains constant during life, and is transmitted to the descendants. Therefore the species is that which determines the combination of the materials. This force which determines species will be here called Life-force. Just as the mineral forces express themselves in the crystals, so the formative life-force expresses itself in the species or forms of plant and animal life.

[ 5 ] The mineral forces are perceived by man by means of his bodily senses; and he can only perceive that for which he has such senses. Without the eye there is no perception of light, without the ear no perception of sound. The lowest organisms have only one of the senses belonging to man: a kind of sense of touch. Nothing can be perceived by such organisms, in the way a human being perceives, except those mineral forces which make themselves known through the sense of touch. In proportion as the other senses are developed in the higher animals does their surrounding world, which man also perceives, become richer and more varied. It depends, therefore, on the organs of a being whether that which exists in the outer world exists also for the being itself, as perception, as sensation. What is present in the air as a certain motion becomes in man the sensation of hearing. Man does not perceive the manifestations of the life-force through the ordinary senses. He sees the colours of the plants; he smells their perfume; the life-force remains hidden from this form of observation. But the ordinary senses have just as little right to deny that there is a life-force as has the man born blind to deny that colours exist. Colours are there for the person born blind as soon as he has been operated upon; in the same way, the objects, the various species of plants and animals created by the life-force (not merely the individual plants and animals) are present to man as objects of perception as soon as the necessary organ unfolds within him. An entirely new world opens out to man through the unfolding of this organ. He now perceives, not merely the colours, the odours, etc., of the living beings, but the life itself of these beings. In each plant, in each animal, he perceives, besides the physical form, the life-filled spirit-form. In order to have a name for this spirit-form let it be called the ether-body, or life-body.¹

To the investigator of spiritual life, this matter presents itself in the following manner. The ether-body is for him not merely a product of the materials and forces of the physical body, but a real independent entity which first calls forth these physical materials and forces into life. It is in accordance with spiritual science to say: a purely physical body, a crystal for example, has its form through the action of the physical formative forces innate in that which is lifeless. A living body has its form not through the action of these forces, because the moment life has departed from it and it is given over to the physical forces only, it falls to pieces. The ether-body is an organism which preserves the physical body every moment during life from dissolution. In order to see this body, to perceive it in another being, one requires the awakened “spiritual eye.” Without this, its existence can be accepted as a fact on logical grounds; but one can see it with the spiritual eye as one sees colour with the physical eye. Offence should not be taken at the expression “ether-body.” “Ether” here designates something different from the hypothetical ether of the physicist. It should be regarded simply as a name for what is described here. And just as the physical body of man in its construction is a kind of reflection of its purpose, so is this also the case with man's etheric body. Moreover, it can be understood only when considered in relation to the thinking spirit. The etheric body of man differs from that of plants and animals, through being organised to serve the purposes of the thinking spirit. Just as man belongs to the mineral world through his physical body, he belongs through his etheric body to the life-world. After death the physical body dissolves into the mineral world, the ether-body into the life-world. By the word “body” is denoted that which gives any kind of being “shape” or “form.” The term “body” must not be confused with a bodily form perceptible to the physical senses. Used in the sense implied in this book the term “body” can also be applied to such forms as soul and spirit may assume.

[ 6 ] In the life-body we still have something external to man. With the first stirrings of sensation the inner self responds to the stimuli of the outer world. You may trace ever so far what one is justified in calling the outer world, but you will not be able to find sensation. Rays of light stream into the eye, penetrating it till they reach the retina. There they call forth chemical processes (in the so-called visual-purple); the effect of these stimuli is passed on through the optic nerve to the brain where further physical processes arise. Could one observe these, one would simply see physical processes, just as elsewhere in the physical world. If I were able to observe the ether-body, I should see how the physical brain-process is at the same time a life-process. But the sensation of blue colour, which the recipient of the rays of light has, I can find nowhere in this manner. It arises only within the soul of the recipient. If, therefore, the being of this recipient consisted only of the physical body and the ether-body, sensation could not exist. The activity by which sensation becomes a fact differs essentially from the operations of the formative life-force. It is an activity by which an inner experience is called forth from these operations. Without this activity there would be a mere life-process, such as is to be observed in plants. If one pictures a man receiving impressions from all sides, one must think of him at the same time as the source of the above-mentioned soul-activity which flows out from him to all the directions from which he is receiving the impressions. In all directions soul-sensations arise in response to the physical impacts. This fountain of activity shall be called the sentient soul. This sentient soul is just as real as the physical body. If a man stands before me, and I disregard his sentient soul by thinking of him as merely a physical body, it is exactly as if I were to call up in my mind, instead of a painting—merely the canvas.

A similar statement has to be made in regard to perceiving the sentient soul, as was previously made in reference to the ether-body. The bodily organs are “blind” to it. And blind to it also is the organ by which life can be perceived as life. But just as the ether-body is seen by means of this organ, so through a still higher organ can the inner world of sensation become a special kind of supersensible perception. A man would then not only sense the impressions of the physical and life-world, but would behold the sensations themselves. Before a man with such an organ, the sensation world of another being is spread out like an external reality.

One must distinguish between experiencing one's own world of sensation, and looking at that of another person. Every man of course can look into his own world of sensation; only the seer with the opened “spiritual eye” can see another person's world of sensation. Unless a man be a seer, he knows the world of sensation only as an “inner” one, only as the peculiar hidden experiences of his own soul; with the opened “spiritual eye” there shines out before the outward-turned spiritual gaze what otherwise lives only in the inner being of another person.

[ 7 ] In order to prevent misunderstanding, it may be expressly stated here that the seer does not simply experience in himself what the other being has within him as content of his world of sensation. That being experiences the sensations in question from the point of view of his own inner being; the seer becomes aware of a manifestation of the world of sensation.

[ 8 ] The sentient soul depends, as regards its activity, on the ether-body. For it draws from it that which it will cause to gleam forth as sensation. And since the ether-body is the life within the physical body, therefore the sentient soul is also indirectly dependent on the latter. Only with properly functioning and well-constructed eyes are correct colour sensations possible. It is in this way that the nature of the body affects the sentient soul. The latter is thus determined and limited in its activity by the body. It lives within the limitations fixed for it by the nature of the body. The body accordingly is built up of mineral substances, is vitalised by the ether-body, and limits even the sentient soul. A man, therefore, who has the above-mentioned organ for “seeing” the sentient soul, knows it to be conditioned by the body. But the boundary of the sentient soul does not coincide with that of the physical body. It extends somewhat beyond the physical body. From this one sees that it proves itself to be greater than the physical body. Nevertheless the force through which its limits are set proceeds from the physical body. Thus between the physical body and the ether-body, on the one hand, and the sentient soul on the other, there inserts itself another distinct member of the human being. This is the soul-body or sentient body. One can express this in another way. One part of the ether-body is finer than the rest, and this finer part of the ether-body forms a unity with the sentient soul, whereas the coarser part forms a kind of unity with the physical body. Nevertheless, the sentient soul extends, as has been said, beyond the soul-body.

[ 9 ] What is here called sensation is only a part of the soul-being. (The expression sentient soul is chosen for the sake of simplicity.) Connected with sensations are the feelings of desire and aversion, impulses, instincts, passions. All these bear the same character of individual life as do the sensations, and are, like them, dependent on the bodily nature.

[ 10 ] Just as the sentient soul enters into mutual action and reaction with the body, so does it also in thinking, with the spirit. In the first place thinking serves the sentient soul. Man forms thoughts about his sensations. He thus enlightens himself regarding the outside world. The child that has burnt itself thinks it over, and reaches the thought “fire burns.” Nor does man follow blindly his impulses, instincts, passions; his thinking about them brings about the opportunity through which he can gratify them. What is called material civilisation moves entirely in this direction. It consists in the services which thinking renders to the sentient soul. An immeasurable amount of thought-power is directed to this end. It is thought-power that has built ships, railways, telegraphs, telephones; and by far the greatest proportion of all this serves only to satisfy the needs of sentient souls.

Thought-force permeates the sentient soul in a similar way to that in which the formative-life-force permeates the physical body. The formative-life-force connects the physical body with forefathers and descendants, and thus brings it under a system of laws with which the purely mineral body is in no way concerned. In the same way thought-force brings the soul under a system of laws to which it does not belong as mere sentient soul.

Through the sentient soul man is related to the animal. In animals, also, we observe the presence of sensations, impulses, instincts and passions. But the animal obeys these immediately. They do not, in its case, become interwoven with independent thoughts, transcending the immediate experiences.² This is also the case to a certain extent with undeveloped human beings. The mere sentient soul is therefore different from the evolved higher member of the soul which brings thinking into its service. This soul that is served by thought will be termed the intellectual soul. One could also call it the mind-soul.

[ 11 ] The intellectual soul permeates the sentient soul. He who has the organ for “seeing” the soul sees, therefore, the intellectual soul as a separate entity, in relation to the mere sentient soul.

[ 12 ] By thinking, man is led above and beyond his own personal life. He acquires something that extends beyond his soul. He comes to take for granted his conviction that the laws of thought are in conformity with the laws of the world. And he feels at home in the world because this conformity exists. This conformity is one of the weighty facts through which man learns to know his own nature. Man searches in his soul for truth; and through this truth it is not only the soul that speaks, but the things of the world. That which is recognised as truth by means of thought has an independent significance, which refers to the things of the world, and not merely to one's own soul. In my delight at the starry heavens I live in my own inner being; the thoughts which I form for myself about the paths of heavenly bodies have the same significance for the thinking of every other person as they have for mine. It would be absurd to speak of my delight were I not in existence; but it is not in the same way absurd to speak of my thoughts, even without reference to myself. For the truth which I think to-day was true also yesterday; will be true to-morrow, although I concern myself with it only to-day. If a piece of knowledge gives me joy, the joy has significance just so long as it lives in me; the truth of the knowledge has its significance quite independently of this joy. By grasping the truth the soul connects itself with something that carries its value in itself. And this value does not vanish with the feeling in the soul any more than it arose with it. What is really truth neither arises nor passes away: it has a significance which cannot be destroyed. This is not contradicted by the fact that certain human “truths” have a value which is transitory, inasmuch as they are recognised after a certain period as partial or complete errors. A man must say to himself that truth exists in itself, and that his conceptions are only transient forms of eternal truths. Even he who says, like Lessing, that he contents himself with the eternal striving towards truth because the full, pure truth can, after all, only exist for a God, does not deny the eternity of truth but establishes it by such an utterance. For only that which has an eternal significance in itself can call forth an eternal striving after it. Were truth not in itself independent, if it acquired its value and significance through the feelings of the human soul, then it could not be the one unique goal for all mankind. One concedes its independent being by the very fact that one sets oneself to strive after it.

[ 13 ] And as it is with the true, so it is with the truly good. Moral goodness is independent of inclinations and passions, inasmuch as it does not allow itself to be commanded by, but commands them. Likes and dislikes, desire and loathing belong to the personal soul of man; duty stands higher than likes and dislikes. Duty may stand so high in the eyes of a man that he will sacrifice his life for its sake. And a man stands the higher the more he has ennobled his inclinations, his likes and dislikes, so that without compulsion or subjection they themselves obey what is recognised as duty. Moral goodness has, like truth, its eternal value in itself, and does not receive it from the sentient soul.

[ 14 ] By causing the self-existent true and good to come to life in his inner being, man raises himself above the mere sentient soul. The eternal spirit shines into it. A light is kindled in it which is imperishable. In so far as the soul lives in this light, it is a participant of the eternal. It unites therewith its own existence. What the soul carries within itself of the true and the good is immortal in it. Let us call that which shines forth in the soul as eternal the consciousness-soul.³ We can speak of consciousness even in connection with the lower soul-stirrings.

The most ordinary everyday sensation is a matter of consciousness. To this extent animals also have consciousness. By consciousness-soul is meant the kernel of human consciousness, the soul within the soul. The consciousness-soul is thus distinguished as a distinct member of the soul from the intellectual soul. This latter is still entangled in the sensations, the impulses, the passions, etc. Everyone knows how at first he counts as true that which he prefers in his feelings, and so on. Only that truth, however, is permanent which has freed itself from all flavour of such sympathy and antipathy of feeling. The truth is true, even if all personal feelings revolt against it. The part of the soul in which this truth lives will be called consciousness-soul.

[ 15 ] Thus three members have to be distinguished in the soul as in the body: sentient soul, intellectual soul, consciousness-soul. And just as the body works from below upwards with a limiting effect on the soul, so the spiritual works from above downwards into it, expanding it. For the more the soul fills itself with the true and the good, the wider and the more comprehensive becomes the eternal in it. To him who is able to “see” the soul, the radiance which proceeds from a human being because his eternal element is expanding, is just as much a reality as the light which streams out from a flame is real to the physical eye. For the “seer” the corporeal man counts as only part of the whole man. The physical body, as the coarsest structure, lies within others, which mutually interpenetrate both it and each other. The ether-body fills the physical body as a life-form; extending beyond this on all sides is to be perceived the soul-body (astral form). And beyond this, again, extends the sentient soul, then the intellectual soul which grows the larger the more it receives into itself of the true and the good. For this true and good cause the expansion of the intellectual soul. A man living only and entirely according to his inclinations, his likes and dislikes, would have an intellectual soul whose limits coincide with those of his sentient soul. These formations, in the midst of which the physical body appears as if in a cloud, may be called the human aura. The aura is that in regard to which the “being of man” becomes enriched, when it is seen as this book endeavours to present it.

[ 16 ] In the course of his development as a child, there comes the moment in the life of a man in which, for the first time, he feels himself to be an independent being distinct from the whole of the rest of the world. For finely strung natures it is a significant experience. The poet Jean Paul says in his autobiography: “I shall never forget the event which took place within me, hitherto narrated to no one, and of which I can give place and time, when I stood present at the birth of my self-consciousness. As a very small child I stood at the door of the house one morning, looking towards the wood pile on my left, when suddenly the inner vision, ‘I am an I’ came upon me like a flash of lightning from heaven and has remained shining ever since. In that moment my ego had seen itself for the first time and for ever. Any deception of memory is hardly to be conceived as possible here, for no narrations by outsiders could have introduced additions to an occurrence which took place in the holy of holies of a human being, and of which the novelty alone gave permanence to such everyday surroundings.” It is well known that little children say of themselves, “Charles is good,” “Mary wants to have this.” One feels it to be right that they speak of themselves as if of others, because they have not yet become conscious of their independent existence, because the consciousness of the self is not yet born in them. Through self-consciousness, man describes himself as an independent being, separate from all others, as “I.” In “I” man includes all that he experiences as a being with body and soul. Body and soul are the carriers of the ego or “I;” in them it acts. Just as the physical body has its centre in the brain, so has the soul its centre in the ego. Man is aroused to sensations by impacts from without; feelings manifest themselves as effects of the outer world; the will relates itself to the outside world in that it realises itself in external actions. The “I” as the essential being of man remains quite invisible. Excellently, therefore, does Jean Paul call a man's recognition of his ego an occurrence taking place only in his veiled holy of holies; for with his “I” man is quite alone. And this “I” is the man himself. That justifies him in regarding his ego as his true being. He may, therefore, describe his body and his soul as the “sheaths” or “veils” within which he lives; and he may describe them as bodily conditions through which he acts. In the course of his evolution he learns to regard these instruments ever more and more as servants of his ego. The little word “I” is a name which differs from all other names. Anyone who reflects in an appropriate manner on the nature of this name, will find that in so doing an avenue to the understanding of the human being in the deeper sense is revealed. Every other name can be applied to its corresponding object by all men in the same way. Everybody can call a table “table” or a chair “chair.” This is not so with the name “I.” No one can use it in referring to another person; each one can call only himself “I.” Never can the name “I” reach my ears from outside when it refers to me. Only from within, only through itself, can the human being refer to himself as “I.” When the human being therefore says “I” to himself, something begins to speak in him that has nothing to do with any one of the worlds from which the sheaths so far mentioned are taken. The “I” becomes ever more and more ruler of body and soul. This also expresses itself in the aura. The more the “I” is lord over body and soul, the more definitely organised, the more varied and the more richly coloured is the aura.

The effect of the “I” on the aura can be seen by the “seeing” person. The “I” itself is invisible even to him; this remains truly within the veiled “holy of holies.” But the “I” absorbs into itself the rays of the light which flashes up in a man as eternal light. As he gathers together the experiences of body and soul in the “I,” so too he causes the thoughts of truth and goodness to stream into the “I.” The phenomena of the senses reveal themselves to the “I” from the one side, the spirit reveals itself from the other. Body and soul yield themselves up to the “I” in order to serve it; but the “I” yields itself up to the spirit in order that the spirit may fill it to overflowing. The “I” lives in body and soul; but the spirit lives in the “I.” And what there is of spirit in the “I” is eternal. For the “I” receives its nature and significance from that with which it is bound up. In so far as it experiences itself in the physical body, it is subject to the laws of the mineral world; through its ether-body to the laws of propagation and growth; by virtue of the sentient and intellectual souls to the laws of the soul-world in so far as it receives the spiritual into itself it is subject to the laws of the spirit. That which the laws of mineral and of life construct, comes into being and vanishes; but the spirit has nothing to do with becoming and perishing.

[ 17 ] The “I” lives in the soul. Although the highest manifestation of the “I” belongs to the consciousness-soul, one must nevertheless say that this “I,” raying out from it, fills the whole of the soul, and through the soul exerts its action upon the body. And in the “I” the spirit is alive. The spirit sends its rays into the “I” and lives in it as in a “sheath” or veil, just as the “I” lives in its sheaths, the body and soul. The spirit develops the “I” from within, outwards; the mineral world develops it from without, inwards. The spirit forming an “I” and living as “I” will be called Spirit-self, because it manifests as the “I,” or ego, or “self” of man. The difference between the “Spirit-self” and the “consciousness-soul” can be made clear in the following way. The consciousness-soul is in touch with the self-existent truth which is independent of all antipathy and sympathy; the Spirit-self bears within it the same truth, but taken up into and enclosed by the “I,” individualised by the latter and absorbed into the independent being of the man. It is through the eternal truth becoming thus individualised and bound up into one being with the “I,” that the “I” itself attains to eternity.

[ 18 ] The Spirit-self is a revelation of the spiritual world within the “I,” just as from the other side sensations are a revelation of the physical world within the “I.” In what is red, green, light, dark, hard, soft, warm, cold, one recognises the revelations of the corporeal world; in what is true and good, the revelations of the spiritual world. In the same sense in which the revelation of the corporeal world is called sensation, let the revelation of the spiritual be called intuition.⁴ Even the most simple thought contains intuitions, for one cannot touch it with the hands or see it with the eyes; its revelation must be received from the spirit through the “I.” If an undeveloped and a developed man look at a plant, there lives in the “I” of the one something quite different from that which is in the “I” of the other. And yet the sensations of both are called forth by the same object. The difference lies in this, that the one can form far more perfect thoughts about the object than can the other. If objects revealed themselves through sensation alone, there could be no progress in spiritual development. Even the savage is affected by Nature; but the laws of Nature reveal themselves only to the thoughts, fructified by intuition, of the more highly developed man. The stimuli from the outer world are felt even by the child as incentives to the will; but the commandments of the morally good disclose themselves to him only in the course of his development, in proportion as he learns to live in the spirit and understand its revelations.

[ 19 ] Just as there could be no colour sensations without physical eyes, so there could be no intuitions without the higher thinking of the Spirit-self. And as little as sensation creates the plant on which the colour appears, does intuition create the spiritual realities about which it is merely giving information.

[ 20 ] The “I” of a man, which comes to life in the soul, draws into itself messages from above, from the spirit-world, through intuitions, just as through sensations it draws in messages from the physical world. And in so doing it fashions the spirit-world into the individualised life of its own soul, even as it does the physical world by means of the senses. The soul, or rather the “I” lighting up in it, opens its portals on two sides; towards the corporeal and towards the spiritual.

[ 21 ] Now just as the physical world can only give information about itself to the ego by building out of physical materials and forces a body in which the conscious soul can live and possess organs to perceive the corporeal world outside itself, so does the spirit-world build, with its spirit-substances and spirit-forces, a spirit-body in which the “I” can live and, through intuitions, perceive the spiritual. (It is evident that the expressions spirit-substance, spirit-body contain a contradiction, according to the literal meaning of the words. They are used only in order to direct attention to what, in the spiritual, corresponds to the physical body of man.)

[ 22 ] Just as within the physical world each human body is built up as a separate physical being, so is the spirit-body within the spirit-world. In the spirit-world there is an “inner” and an “outer” for man just as there is in the physical world. As man takes in the materials of the physical world around him and assimilates them in his physical body, so does he take up the spiritual from the spiritual environment and make it into his own. The spiritual is the eternal nourishment of man. And as man is born out of the physical world, so is he born out of the spirit through the eternal laws of the true and the good. He is separated from the spirit-world outside him, as he is separated from the whole physical world, as an independent being. This independent spiritual being will be called the Spirit-man.

[ 23 ] If we investigate the human physical body, we find the same materials and forces in it as are to be found outside it in the rest of the physical world. It is the same with the Spirit-man. In it pulsate the elements of the external spirit-world; in it the forces of the rest of the spirit-world are active. As within the physical skin a being is enclosed and limited which is alive and feels, so also is it in the spirit-world. The spiritual skin, which separates the Spirit-man from the homogeneous spirit-world, makes him an independent being within it, living a life within himself and perceiving intuitively the spiritual content of the world—let us call this “spiritual skin” (auric sheath) the spirit-sheath. Only it must be kept clearly in mind that the spiritual skin expands continually with advancing human evolution, so that the spiritual individuality of man (his auric sheath) is capable of enlargement to an unlimited extent.

[ 24 ] The Spirit-man lives within this spirit-sheath. It is built up by the spiritual life-force. In a similar way to that in which one speaks of an ether-body, one must therefore speak of an ether-spirit in reference to the Spirit-man. Let this ether-spirit be called Life-spirit. The spiritual being of man therefore is composed of three parts, Spirit-man, Life-spirit, and Spirit-self.

[ 25 ] For one who is a “seer” in the spiritual regions, this spiritual being of man is a perceptible reality as the higher, truly spiritual part of the aura. He “sees” the Spirit-man as Life-spirit within the spirit-sheath; and he “sees” how this “Life-spirit” grows continually larger, by taking in spiritual nourishment from the spiritual external world. Further, he sees how the spirit-sheath continually increases, widens out through what is brought into it, and how the Spirit-man becomes ever larger and larger. In so far as this “becoming larger” is “seen” spatially, it is of course, only a picture of the reality. In spite of this, man's soul is directed towards the corresponding spiritual reality in conceiving this picture. For the difference between the spiritual and the physical being of man is that the latter has a limited size while the former can grow to an unlimited extent. Whatever of spiritual nourishment is absorbed has an eternal value. The human aura is accordingly composed of two interpenetrating parts. Colour and form are given to the one by the physical existence of man, and to the other by his spiritual existence. The ego marks the separation between them in such wise that the physical, after its own manner, yields itself and builds up a body that allows a soul to live within it; and the “I” yields itself and allows to develop in it the spirit, which now for its part permeates the soul and gives it the goal in the spirit-world. Through the body the soul is enclosed in the physical; through the Spirit-man there grow wings for its movement in the spiritual world.

[ 26 ] In order to comprehend the whole man, one must think of him as put together out of the components above mentioned. The body builds itself up out of the world of physical matter in such wise that its construction is adapted to the requirements of the thinking ego. It is penetrated with life-force, and thereby becomes the etheric or life-body. As such it opens itself through the sense-organs towards the outer world and becomes the soul-body. This the sentient soul permeates and becomes a unity with it. The sentient soul does not merely receive the impacts of the outer world as sensations; it has its own inner life which it fertilises through thinking, on the one hand, as it does through sensations on the other. It thus becomes the intellectual soul. It is able to do this by opening itself to intuitions from above, as it does to sensations from below. Thus it becomes the consciousness-soul. This is possible for it because the spirit-world builds into it the organ of intuition, just as the physical body builds for it the sense-organs. As the senses transmit to the human organism sensations by means of the soul-body, so does the spirit transmit to it intuitions through the organ of intuition. The Spirit-self is thereby linked into a unity with the consciousness-soul, just as the physical body is with the sentient soul in the soul-body. Consciousness-soul and Spirit-self form a unity. In this unity the Spirit-man lives as Life-spirit, just as the etheric body forms the bodily basis for the soul-body. And as the physical body is enclosed in the physical skin, so is the Spirit-man in the spirit-sheath. The members of the whole man are therefore as follows:

1. Physical body.
2. Ether-body or life-body
3. Soul-body
4. Sentient soul
5. Intellectual soul
6. Consciousness-soul
7. Spirit-self
8. Life-spirit
9. Spirit-man

[ 1 ] Soul-body (C) and sentient soul (D) are a unity in the earthly man; in the same way are consciousness-soul (F) and Spirit-self (G) a unity. Thus there come to be seven parts in the earthly man.⁵

1. Physical body.
2. Ether-body or life-body
3. Sentient soul-body
4. Intellectual soul
5. Spirit-filled Consciousness-soul
6. Life-spirit
7. Spirit-man

[ 27 ] In the soul the “I” flashes forth, receives the impetus from the spirit and thereby becomes the bearer of the Spirit-man. Thus man participates in the “three worlds,” the physical, the soul, and the spiritual. He is rooted in the physical world through his physical body, ether-body, and soul-body and blossoms through the Spirit-self, Life-spirit, and Spirit-man up into the spiritual world. The stalk, however, which takes root in the one and blossoms in the other, is the soul itself.

[ 28 ] This arrangement of the members of man can be expressed in a simplified way, but one entirely consistent with the above. Although the human “I” lights up in the consciousness-soul it nevertheless penetrates the whole soul-being. The parts of this soul-being are not at all as distinctly separate as are the limbs of the body: they interpenetrate each other in a higher sense. If then one regards the intellectual soul and the consciousness-soul as the two sheaths of the “I” that belong together, with the “I” itself as their kernel, then one can divide man into physical body, life-body, astral body, and “I.” The expression astral body designates here what is formed by soul-body and sentient soul together. This expression is found in the older literature, and may be applied here in a somewhat broad sense to that in the constitution of man which lies beyond the sensibly perceptible. Although the sentient soul is in certain respects energised by the “I” it is still so intimately connected with the soul-body that, in thinking of both as united, a single expression is justified. When, now, the “I” saturates itself with the Spirit-self, then this Spirit-self makes its appearance in such wise that the astral body is worked over from within the soul. In the astral body there are primarily active the impulses, desires, and passions of man, in so far as they are felt by him; sense-perceptions are also active in it. Sense-perceptions arise through the soul-body as a member in man which comes to him from the external world. Impulses, desires, and passions, etc., arise in the sentient soul, in so far as it is energised from within, before this “inner” has yielded itself to the Spirit-self. If the “I” saturates itself with the Spirit-self, then the soul energises the astral body with this Spirit-self. This expresses itself in the illumination of the impulses, desires, and passions by what the “I” has received from the spirit. The “I” has then, through its participation in the spiritual world, become ruler in the world of impulses, desires, etc. To the extent to which it has become this the Spirit-self manifests in the astral body. And the astral body is thereby transmuted. The astral body itself then appears as a two-fold body—in part untransmuted and in part transmuted. Therefore the Spirit-self, as manifested in man, can be designated as the transmuted astral body.

A similar process takes place in a man when he receives the Life-spirit into his “I.” The life-body then becomes transmuted. It becomes penetrated with the Life-spirit. This manifests itself in such wise that the life-body becomes quite other than it was. For this reason one can also say that Life-spirit is the transmuted life-body. And if the “I” receives the Spirit-man, it thereby receives the necessary force with which to permeate the physical body. Naturally, that part of the physical body, thus transmuted, is not perceptible to the physical senses. For it is just that part of the physical body which has been spiritualised that has become the Spirit-man. The physical body is then present to the physical senses as physical, but in so far as this physical is spiritualised, it must be perceived by spiritual faculties of perception. To the external senses the physical, even when permeated by the spiritual, appears to be merely sensible.

Taking all this as basis, the following arrangement of the members of man may also be given:

1. Physical body.
2. Ether-body or life-body
3. Astral body
4. “I” as soul-kernel
5. Spirit-self as transmuted astral body
6. Life-spirit as transmuted life-body
7. Spirit-man as transmuted physical body

• 1. The author of this book, long after it was written, applied to what is here called etheric or life-body, the name “formative-force-body” (also cf. Das Reich, 4th book of the first year's issue.) He felt moved to give it this name, because he believes that one cannot do enough to prevent the misunderstanding due to confusing what is here meant by etheric body with the “vital force” of older natural science. In what concerns the rejection of this older concept of a vital force in the sense of modern natural science, the author shares in a certain respect the standpoint of those who are opposed to assuming such a vital force. For the purpose of assuming such a vital force was to explain the special mode of working in the organism of the inorganic forces. But that which works inorganically in the organism, does not work there in any other way than it does in the inorganic world. The laws of inorganic nature are in the organism no other than they are in the crystal, and so forth. But in the organism there is present something which is not inorganic: the formative life. The etheric body or formative-force-body lies at the base of this formative life. By assuming its existence, the rightful task of natural science is not interfered with: viz., to observe the workings of forces in inorganic nature and to follow the workings into the organic world: and further, to refuse to think of these operations within the organism as being modified by a special vital force. The spiritual investigator speaks of the etheric body in so far as there manifests in the organism something other than what shows itself in the lifeless. In spite of all this the author does not here feel impelled to replace the term “etheric body” by the other “formative-force-body,” since within the whole connected range of what is said here, any misunderstanding is excluded for everyone who really wants to see. Such a misunderstanding can only arise when the term is used in a development which cannot exhibit this connection. See also under Addendas 1, 2,& 3 p.26
• 2. See also under Addenda 4
• 3. Bewusstsein-Seele (consciousness-soul) may also, as indicated by Dr. Steiner, be translated “spiritual soul.”
• 4. See also underAddenda p.38-39.
• 5. See also underAddenda p.42